They're reading Sideways Stories from Wayside School and making a chart of character traits with "right there" traits on one side, and inferences on the other. They also independently generated some questions that they wrote down:
Tommy: Who are the three Erics?
Donnell: How can they talk if they're apples? (Omar: maybe they had mouths Vianey: I visualized the apples from the Jewel commercial) Why is Mrs. Gorf turning all of the kids into apples for simple stuff. Who are three Erics (both Tommy and Donnell found the answer)
Vianey: Is Mrs. Dorf a witch? (Donnell: i think she kind of is because witches usually have big pointy ears and she's kind of a magician)
Omar: Do monkeys know that they are monkeys? (Vianey: that's a question from the book that Ms. Jewels asked. Tommy: No, well I think they do because if they look at another monkey they know that they're their type. Vianey: If they could talk then they would know.
Me: Why did Ms. Jewels ask that question? (Omar: I think she said it because they were monkeys, but the kids were saying they weren't monkeys. Tommy: And then that's when Calvin said if we were monkeys then we would know it, and then Ms. Jewels asked that question)
When Vianey went to the next chapter she spontaneously started a new character trait on Mrs. Jewels. I wonder if she'll come up with questions that compare Mrs. Jewels to Mrs. Dorf. This seems like something you might think about, subconsciously even, but not feel the need to write out an explicit question on. It seems like comprehension and analysis questions lend themselves to vocalization more naturally in the course of reading, and evaluation, applying, and creating questions lend themselves to more intentional tasks and projects.
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