The main thing that happened in the classroom today that was slightly different was that one of the EC students that has a behavioral disorder did not want to participate in any class reading activities.  This student went and decided to play with blocks instead.  He is below the reading level and struggles with many of the books that are read together in class.  So I was able to take the story and sit in the corner with him.  He continued playing with the blocks and I gradually began to read the story.  Since I have read with him before I read most of the words I already knew.  When I came to a word I thought he might not know I asked him for help.  He would then sound out the word with me and tell me the word.    To make sure he was listening I would ask him questions of comprehension.

I will miss this class and I am very grateful for Glen Alpine to let us all come to their school.  I have learned way more in the eight days at Glen Alpine than any day sitting in class.  I learn way more through experiences and from this time at Glen Alpine I have learned things that I will be able to use in the future.

In my class I have not taught anything but I have helped many students read books.  The teacher asks them to read to me and I listen and help when they need help.  Along the way I ask them questions to check for comprehension.  I also read with the advance reading group.  During this group the students were reading specific chapters out of a chapter book.  While reading the chapters I asked the students comprehension questions and also asked them to make predictions about what they think will happen later in the book.

I have noticed that a lot of the day the students are reading either independently or in a group.  This has been very helpful to the students that were behind in their reading.

The three dimensions of fluency build a bridge to comprehension.  The first dimension is accuracy in word decoding.  For this dimension readers need to have minimal errors when sounding out words in a text.  This dimension mainly deals with phonics and other strategies for decoding words.  A way to assess word decoding is by calculating the percentage of words that a reader can accurately decode on grade-level.  The second dimension is automatic processing.  Readers should know words automatically in this dimension and should have to put as little effort as possible when decoding.  The third dimension is prosodic reading.  To assess automatic processing a teacher can look at a students reading rate.  So you can assess this dimension by having a student read a grade level passage for 60 seconds and then calculating the number of words that the student read correctly.  This dimension is must phrase the text correctly with wording and punctuation.  If a student would place an equal emphasis on every word then they will probably not understand the text to their full ability.  This dimension is where they correctly phrase the text and will be able to understand the text better than if they read monotone.  Best way to assess prosodic reading is to listen to a student read a passage that is on grade level and then with a rubric judge the quality of the reading.

Page 46-47

2.     Rasinski refers to fluency as a “bridge” between decoding and comprehension. What does he mean by the “bridge” metaphor?

“Reading fluency has three important dimensions that build a bridge to comprehension.”  The bridge that Rasinski refers to is a bridge that covers the gap between being able to read and understanding what you are reading.  Once you are able to decode words you are able to read the words.  Once you can read the words you need to be able to understand what you are reading.  Fluency is that gap between full comprehension and decoding.  Fluency helps a child read the text with appropriate phrasing and will help the child with automatic processing.  Once children have obtained good fluency they will be able to read words in the correct context and will be able to comprehend what they are reading.

Page 46

3.     What instructional methods does Rasinski suggest for students with difficulties in automatic and prosodic reading?

Rasinski uses assisted readings and repeated readings to help develop automatic and prosodic reading.  These methods help students hear what fluent reading sounds like and how they should interpret texts with their voices.  You cannot just hear fluent reading and become a fluent reader.  Students need to practice and that is why assisted reading is helpful.  Rasinski reads a passage so that they can hear the fluency and then asks the students to follow along.  Fluency takes practice and that is why repeated reading is helpful.  Repeated reading helps students with reading passages fluently and it also helps improve decoding, their reading rate, prosodic reading, and comprehension of passages.  That is why Rasinski suggests assisted readings and repeated readings as two methods to help students with difficulties in automatic and prosodic reading.

Page 48

4.     Multidimensional Fluency Scale (MFS) is used to measure prosodic quality of oral reading. List components of the MFS and describe briefly what each refers to (p. 49).

The four dimensions of the multidimensional fluency scale are expression and volume, phrasing, smoothness, and pace.
In the first dimension, expression and volume, students at the highest fluency should read with good expression and enthusiasm throughout the entire text.  They should also change expression and volume to correspond with their personal interpretation of the text.
In the second dimension, phrasing, students at the highest fluency should read with good phrasing.  Their phrasing should be mostly in clause and sentence units while giving adequate attention to expression.
In the third dimension, smoothness, students at the highest fluency in phrasing should generally read smoothly with a few breaks.  These students should resolve word and structure difficulties quickly and should be able to make those resolutions by correcting themselves.
In the fourth dimension, pace, students at the highest fluency should be able to consistently read at conversational pace.  They should keep an appropriate rate throughout the entire reading.

Page 49

Curt is 8 years old and he is in the third grade.

2. What was the flash score for words at: first-grade level? Second-grade level? Third-grade level?

The first grade level flash score for words was 75%.  For the second-grade level it was 50% and for the third-grade level the flash score for words was 20%.

3. What was the accuracy score at: 1-2 level? 2-1 level? 2-2 level?

The accuracy score for 1-2 level was 97%.  The accuracy score for the 2-1 level was 90% and the score for the 2-2 level was 84%.

4. What was the rate score at: 1-2 level? 2-1 level? 2-2 level?

The rate score for the 1-2 level was 65%.  For the 2-1 level the rate score was 44% and for the 2-2 level the score was 36%.

5. What was the percentage correct score for: first-grade words? Second-grade words?

For the first-grade words Curt got 75% correct on the flash score and 95% correct on the untimed.  For the second grade words Curt got 50% correct on the flash test and 75% correct on the untimed.

6. Which grade-level flash score is the best choice for Instruction Level? (*Note: 92-94% accuracy is marginal; take a close look at Rate.)

Grade-level that is the best choice for instruction level based on the flash score is level 1-2.  The second half or late first grade is the best choice.

7. Which grade-level accuracy score is the best choice for Instruction Level?

The grade level that is the best choice for instructional level based on the accuracy score is level 2-1.  Beginning second grade is the best instructional level for Curt according to the accuracy scores.

8. What do Curt’s rate scores indicate about his grade-level reading? Where is he instructional according to rate?

When Curt is reading at levels 1-2 and 2-1 his rate scores show that he is reading at the first grade level.  He is at the instructional level at the second grade level according to his rate.  The reason it is at the second grade is because his spelling is at 50% for second grade.  For rate if the spelling correct is at 50% then that indicates the instructional level.

9. What do Curt’s spelling scores indicate about his Instruction Level?

Curt’s spelling scores indicate that his instruction level is at the second grade level according to the untimed results.  However on the flash score he is at the frustration level and for the flash score he is at the instruction level for level 1-2 (late first grade).  Then for level 1-2 untimed he scored above the instruction level.  So Curt’s instruction level for spelling is late first grade and early second grade.

10. Put all of these scores together, and what do they indicate Curt’s reading level to be?

Curt’s reading level seems to be at the level of a late first grader and early second grader.  His flash score reveals that he is a late first grader and so does his rate score.  His spelling scores are a bridge between the late first grader and early second grade student.  His accuracy score is the only score that places him only in second grade but in level 2-1, so that is early second grade.  When you combine all of them to get a reading level Curt would have to be around a late-first grade to early second grade reader.

A preliterate speller will usually pretend to read and write than actually be able to read and write.  They write with scribbles or use random letters that have no phonetic relationships to words.  Just like writing students will pretend to read.  Many times children will pretend to read books that they have memorized so it may look like they can read part of the book.  However, students will begin to recognize certain letters like the ones in their name.  They will see that letter and know that it is part of their name.  The preliterate speller for reading is called pre-reading and for writing it is called prealphabetic phase, logographic stage, or selective cue.  Different people gave all of those names for the writings of preliterate spellers but they all represent that children are writing scribbles and letters that have nothing to do with words.

Page 16

2. How does a Letter Name-Alphabetic speller read and write?

The beginning stages of reading for a Letter Name-Alphabetic speller has now moved from pretend reading to real reading.  This child recognizes that there are sounds that match to each letter and they will also be able to store words in their memory.  Then these students will try to attempt to write the sounds to words by phonetic cues.  This is the partial alphabetic phase.  Towards the end of this stage once the students have an understanding of letter sounds they will try to include vowels.  They are usually not very successful but they do try. Ehri says this stage is full alphabetic readers who use the entire letter string to decode and store sight words. Overall these students will read word by word and these students need to read out loud to vocalize their sounds.

Page 17

3. How does a Within Word Pattern speller read and write?

Ehri and McCormick call the within word pattern speller stage for reading and writing the consolidated alphabetic phase.  This is when students’ reading is supported by familiarity with frequently occurring letter pattern units.   In the beginning of this stage students need support materials and techniques and by the end they can read independently from various texts.  This is the first stage that students can begin to read silently.  They read more by phrases rather than word by word.  They are able to write more quickly because of the increase in number of sight words.  They begin to read and write more quickly as they pick up patterns and more sight words are now memorized.

Page 17

4. How does a Syllable and Affixes speller read and write?

These students are able to read most texts either out loud or silently.  In this stage students learn through many different reading styles that reflects their experience with different genres.  The more reading the better the writing and just like reading the more these students write they typically like to write persuasive essays, editorials, poetry, or their own versions of fiction stories.  These students are fluent writers.

Page 18

5. How does a Derivational Relations speller read and write?

Derivational Relations speller students have more experience and because of that they can choose among a variety of reading styles to fit the text and purposes of reading.  These students read for fun, and to deepen their knowledge and if they need to read something specific.  These students not only have a variety of reading styles but are also well developed in their writing and have a variety of writing styles.  They can do all of these things as long as they practice and keep striving to learn.

Page 18

6. What is the existing research evidence on the relationship between spelling and reading? Briefly describe research findings discussed on page 20.

In six correlations studies Ehri found reported correlations ranging from .68 to .86 between students ability to read and spell words.   In some studies spelling measures have accounted for 40 to 60 percent of the variance in oral reading measures.  Intervention studies discovered that students that received extra spelling help also performed better on reading tasks.

Page 20

The reading processes that take place are that informational texts require accessing accurate and relevant knowledge, managing mental processes all while having a limited working memory, and constructing a coherent mental representation through pruning and organizational process.

Page 362

2. Specify the effect that background knowledge may have on constructing mental representations from informational text. Why should teachers be concerned about activating prior knowledge?

Background knowledge limits or causes the children to have inaccurate descriptions of the texts that they are reading.  They have a hard time replacing the mental representation of their background knowledge and remembering the actual information from the text.  Teachers should be concerned because they need to be in control of the conversations that include background knowledge.  They should keep the conversations focused on the informational text.

Page 362

3. What are the three instructional approaches that can be used to help primary-grade students comprehend informational text? Describe their common (p. 365) and distinctive features (p. 363-5).

The three instructional approaches that can be used are picture walk, know-want to learn-learn, and directed reading-thinking activity.  Within all three instructional methods there are three main commonalities, which are an emphasis on reader engagement and social mediation, activation of relevant prior knowledge, and anticipation of what information might be likely to be included in a text.  However they all differ in procedures.  The picture walk method includes having a full discussion by letting the student preview the entire text before the book is read.  The know-want to learn-learn method is more discussion friendly for the student because it gives them a chance to talk about whatever they know about a topic.  Then directed reading-thinking activity does not really do much before the book is read, but is questions that are asked during the reading to get the student to think.

Pages 364-366

4. What is the purpose of the experimental study reported?

The purpose of this study was to see how picture walk (pw), know-want to learn-learn (kwl), and directed reading-thinking activity (drta) they could influence the developmental reading abilities and ability to learn content when using informational text in the primary reading group context.  The main focus was on how the different instructional approaches influenced the development of meaning.

Page 367

5. Who were the subjects?

There were 31-second grade students that were struggling in school.  Students was recommended by their teacher and each student was three to six months behind in their reading level. They all came from two demographically similar schools from a midsize Midwest City.

Page 367

6. Describe the reading materials used during the intervention.

Each week they used three different informational texts that were similar in topic.  There were a total of 12 books used.  They had informational texts that were all scientific and they all included information that would be familiar to second graders.  The specific cycles were spiders, the moon, how water changes form, and insects.

Page 369

7. How long did the experiment last?

The data was taken over a ten-week period.  During this time period there were two four-week periods of intervention.  There were twelve days of intervention during each cycle.  There were three consecutive days during the four consecutive weeks.  Data was collected on the third day for each group.

Page 370

8. What were the experimental conditions?

For each group of students to receive each four treatments Stahl employed a replicated Latin Square within subjects repeated measures design.  There was a random order of treatment for each group.  Stahl conducted all experiments and gathered all of the data over 10 weeks.  Stahl conducted two four-week periods of intervention in those 10 weeks.  Groups 1 through 4 from school A received intervention during the first cycle, and groups 5 though 8 from school B received the intervention during the second four-week cycle.  Stahl conducted at 45-minute orientation session that was done two days after a pre-experimental screening took place to make sure the readers shared a common instructional level.  Each lesson was recorded on an audiotape.  School A had their sessions on a table in the hallway and school B had theirs on a table in the school kitchen or in a partitioned room while other teachers were working with small groups of students.  The first two sessions of the experiment were to get the students familiarized with the procedures.

Pages 370-371

9. Describe the procedures specific to the Picture Walk, KWL, DRTA, and the Control Group conditions.

Each day Stahl introduced the same new book to all of the children. On the first day all groups had a brief introduction to the topic for the week and then they were given a VRT.  On the 1^st and 2^nd day they read a new text following the specific procedures for assigned intervention.  The 3^rd day each group read the same new book, and then after all procedures a series of assessments were given.

Picture walk began with a discussion that was facilitated by the teacher while flipping through the book and looking at all of the pictures.  During this discussion the students are looking at the pictures and making predictions about what is going to happen in the book.  The teacher during this time is facilitating the discussion by asking questions and leading the students into talking about things that are actually going to happen.  Typically there are two to four new vocabulary words that are specifically introduced during the picture walk that are on the vocabulary recognition task (VRT).  After the picture walk the students mumble read the text individually and then discuss if their predictions were correct once they finished reading the book.

Know-Want to Learn-Learn is a procedure that lets the teachers see how much prior knowledge students have about a particular topic.  The teacher begins by creating a KWL chart.  The students fill in the know column and the want to know column before they read any part of the book.  They fill in the learned column once they have read the book and they have learned new material.  The KWL discussion is very open-ended and not specifically tied down to the text like the picture-walk and directed reading-thinking activity.

Directed reading-thinking activity is supposed to give the students an approach to reading that feels like they are solving a problem.  The students make original predictions from the cover and then continue to make predictions throughout reading the book.  In this activity the teacher is facilitating discussion by asking questions that get the students to think about what has previously happened in the book and what they believe will happen later in the book.  The students take turns reading the text and the teacher has 3 to 4 stopping points where they stop the students from reading and ask discussion questions.  Once the book is finished the students then talk to the teacher about what happened in the end and if their predictions were correct.

Control condition was used to compare the effects of providing reading opportunities in informational text versus providing a social context for the activation of prior knowledge.  In this condition the children read the same informational texts and were given the same overview of the texts before reading.  Then the children mumble read the new text independently and once they finished reading they had to draw a picture or write something they wanted to share with the group that was from the text.

Pages 371-373

10. What measures were used to determine the relative effectiveness of the treatments? Describe the measures briefly.

The measures that were used were the vocabulary recognition task, maze, free recall, and cued recall, and then there was also a post-intervention interview.  The vrt is an experiment that is conducted to see how many vocabulary words a student can recognize in a content area and to confirm that groups had similar levels of prior knowledge of the topic.  In this task there were 25 words and 18 were related to the text and 7 were unrelated.  The maze task was a multiple-choice cloze modification where 10 words were deleted from the original text that the students read.  The score was the number of correct responses.  Free recall was when each student individually gave a recall of the day’s text.  Then after their free recall they were asked to answer three explicit and three implicit questions for the cued recall.  At the end of the research he conducted an interview that was transcribed and recorded.  The questions asked surveyed declarative, procedural, and conditional knowledge.

Pages 374-376

11. Which treatment(s) were found to be more effective in increasing students’ vocabulary knowledge and maze performance (p. 381)?

All treatments had vocabulary gains, however, they said that the picture walk yielded more vocabulary gains.  Picture walk and directed reading-thinking activity were found to be more effective for maze performance.  Again they say that a slightly larger proportion of variance is explained by picture walk rather than directed reading-thinking activity.

Page 381

12. Students’ comprehension of the texts was greater under the DRTA condition than KWL and the control conditions. What do you think explains DRTA’s advantage over the KWL condition (p. 382)?

The DRTA’s advantage was that it gave the teacher a more direct connection to focusing the student’s attention on the story.  The KWL condition has a great time for background knowledge before reading and more time to comprehend the text before it is ever read.  But it does not give the same amount of opportunities to make sure the student is focused on important ideas of the text.

Page 382

13. It was found that the treatments did not differ in the quality and quantity of students’ retellings (p. 384). In other words, students were not differentially affected by the treatments in the way they integrated textual information with prior knowledge. What does this finding mean in terms of the different emphases employed by experience-based (KWL) vs. text-based (DRTA) treatments?

This means that when asking a student to recall or retell the story that was told form an informational text, it does not matter if you do an experience-based instruction or a text based instruction.  Their prior knowledge did not really have an effect.

Page 384.

Answer the following question AFTER you read the article.

14. In light of the findings from this study, what conclusions can you draw about the role of teacher support in children’s construction of mental representations from informational text?

Teachers need to give their support to children by helping them get the correct mental representations from informational text.  Many time students have mental representations about the specific topic but they are incorrect that were built off of previous experiences.  The teacher needs to support their students in gaining the correct mental representation while facilitating and using their previous experiences with the topics.

]]> http://odgerskr.wordpress.com/2010/02/25/stahl-2008/feed/ 1 odgerskr http://odgerskr.wordpress.com/2010/02/17/rosenthal-and-ehri-2008/ http://odgerskr.wordpress.com/2010/02/17/rosenthal-and-ehri-2008/#comments Wed, 17 Feb 2010 17:32:03 +0000 odgerskr http://odgerskr.wordpress.com/?p=95 Continue reading →]]> 1. What was the hypothesis tested by the researchers?

The hypothesis that they tested was that students would learn the pronunciations and meanings of new words better when they see spellings of the words during study periods than when they do not.  The reasons they thought this was because spellings and that should activate grapheme-phoneme connections should help the students memorize pronunciation and meanings of words in earlier learning.

For the fifth grade experiment there were two hypotheses tested.  The first was the same as the original hypothesis.  The second and added hypothesis was that students with stronger orthographic knowledge will benefit more from spellings that students with weaker orthographic knowledge.  This means that students that are at a higher level of reading will gain more vocabulary knowledge than the students that are at a lower level of reading.
Page 396-397

2. Who were the subjects?

There were two experiments taken from second graders and fifth graders.  Both grades were taken from an urban school with a large minority population.  There were 20-second grade participants that on average were at the second grade reading level, but were below average on their vocabulary level.  There were 32 fifth grade participants.  14 of the readers were at a higher level of reading where they read real words at a 7.3 grade equivalent and nonwords at a 4.8 GE level.  Then 18 of the readers were lower level readers that read words at a 4.6 GE level and nonwords at a 2.2 GE level.  The fifth grade groups differed in their spelling ability.
Pages 396 and 400

3. What were the experimental conditions?

The conditions of the whole experiment were that they worked with students individually.  They gave each student an explicit learning task where they taught sets of words that were on flash cards.  Each student learned two sets of vocabulary words.  All words selected were low-frequency nouns that students were expected to know.  In the initial study the words were introduced.  Then after the first trial the words were to be recalled.  The trials continued until students reached a criterion.

The treatment condition was that the students learned spoken words that were accompanied by spellings during study periods.  During each recall trial and during the introduction trial of a word the students were presented with spelling after they had attempted to recall the word.  In the control condition the students learned the spoken words without spellings.

The fifth graders did the same procedures as the second graders.  However, they used low-frequency nouns that were longer and ten words were taught in each condition.
Pages 396 and 400

4. What did the treatment involve?

The treatment involved students learning spoken words that were accompanied by spellings during study periods.  For the second graders the treatment condition the initial study began with the introduction to the word.  They introduced the word by giving the spelling and meaning.  There was a drawing of the object with the spelling beneath the picture.  The experimenter would pronounce the word and give the definition and then the student would repeat.  The rest of the trials test the student’s recall of the words pronunciation and meaning from memory.
Page 397

5. Which group (spelling-present vs. spelling-absent) gained more in vocabulary learning?  How were the groups’ recall of pronunciations affected by the treatment?

The group that had spelling-present gained more in vocabulary learning.  The group that had spelling present had a greater increase in spelling and pronunciation.  There was not much of a difference between conditions in the recall of meaning of the words.  The recall of pronunciations when spelling was presented grew larger of the trials.  They even showed that after one day the students recalled the pronunciations of the words better when spelling was given.
Pages 398-399

6. Why do you think that fifth graders who were high on a word reading task benefited more from the spelling aids than their peers with less orthographic experience and knowledge, even though the two groups did not differ on receptive vocabulary knowledge?

I think that the fifth graders who were high on a word reading task benefited more because they have had more exposure to words in general before the experiment.  So they would have a greater phoneme awareness and be able to make connections easier.  According to the article they said that they not only have a better knowledge of grapho-phonemic units but also of larger syllabic spelling units.  That gives the higher readers and advantage in forming connections to store multisyllabic words in memory.  The findings of this experiment suggest that Stanovich (1986) findings of the Matthew effect, the rich getting richer.  That shows that those with rich orthographic knowledge acquire richer and richer vocabularies over time compared to those with poorer orthographic knowledge.
Page 401

7. What general conclusions were derived from the study findings by the authors? What implications were offered for vocabulary learning and instruction?

The general conclusions of this study confirmed the authors hypotheses.  The fifth graders learned the pronunciations and meanings of new vocabulary words better when the students were exposed to the spellings of the words.  Also for fifth graders they found that students with stronger orthographic knowledge gained more from seeing the spelling of the words than students with less orthographic knowledge.

There are two main implications that were offered for vocabulary learning.  The first is that when teachers encounter, pronounce and explain new vocabulary words to their students, they need to take the time and make sure that they show their students the spellings of the words.  Let them see and have a mental image of the words that you are discussing.  The other main implication is for students when they are reading on their own.  Make sure that while your students are reading to look up the definition of any unknown word and decode the word and pronounce the words spellings.  This will also help the students vocabulary growth.
Pages 403-405

I would say that Curt is in the Within-Word pattern stage of development.  The reason why I pick this stage of development is because he makes few errors on the one-syllable words and on short vowel words.  He also can recognize the beginning and ending sounds in the words.  He knows the beginning consonant blends and digraphs, they may not always be applied at the right time but he still knows them and applies them most of the time.  He is not higher than the within-word pattern stage because they said that he has not automatized certain long-vowel patterns or r-controlled patterns.

In the within-word pattern stage students can correctly spell most single-syllable, short-vowel words as well as consonant blends, digraphs, and preconsonantal nasals. It is not until the syllables and affixes spelling stage when they can really spell long-vowel words.  Since Curt is not able to do long-vowel words and he can do all of the things in within-word that is why I believe that Curt is in the within-word stage of development.
Page 171

2.  Describe partner reading.

Partner reading is started by a walk through of the book.  The teacher or tutor leads the student through the book while looking at the pictures.  During this walk through there will be a discussion on what the student expects to happen in the story based on the pictures that they have seen.  The teacher during this walk through should try to get the student to say some of the words that they will see when they begin to read the story.  After the walk through then the tutor and student will take turns reading each page.  The tutor normally begins by reading the first page and then they alternate for the rest of the pages.  While reading the story the teacher or tutor should ask questions to the student about the story to see if the student is comprehending what is happening.
Page 174

3.  Which is harder for a student, partner reading or DRTA?

During Directed Reading-Thinking Activity (DRTA) the teacher directs or guides the reading in such a manner that the child is led to interact with the story in an active, problem solving manner.  The student is asked to answer questions throughout the reading and has to make multiple predictions as to what they believe is going to happen.  The student is to read each section of the story in his or her own personal perspective.  Partner reading is when the student and teacher alternate who reads each page after going through a walk through of the story.  I believe that DRTA reading is harder for a student.  The reason why DRTA is harder is because the student is not alternating the reading they are reading every section.  They also have to make predictions about what is going to happen and remember what has already happened.  Also there is no walk through in DRTA reading so they have not seen any pictures ahead of time, so they do not have a prediction based of off visual references in the book.  DRTA would definitely be more challenging for a student.
Page 175

4.  In planning a DRTA, what is important about selecting places to stop?

The tutor or teacher needs to decide the stopping points after they have read through the story once, so they already know what is going to happen in the plot.  The teacher should decide 3 to 4 stopping points in the story.  When they chose these points they need to come to places in the story where they are able to anticipate what is going to happen in the story, why they can make a prediction, and what has happened previously that gives them information to make this prediction.
Page 183

5.  In planning a DRTA, what is important about deciding questions to ask? What kind of questions? How many?

There should be about 3 or 4 stopping points in the story.  Each stopping point has different kinds of questions and different number of questions.  All of the questions should engage the student in the story and get them to think about what will happen and what has happened in the story.

At the first stop there should be three questions.  The first two questions are there to seek information about characters and the setting.  This is the information that is covered in the first couple of pages.  The third question is to ask the student if they want to keep the same prediction they made from the cover, ask them why or why not.

At the second stop there are again three questions.  The first two questions are to see if the child has understood the plot so far.  Then the third question is to have the child make a prediction as to what they think will happen next.

At the third stop there can be two different ways to ask questions.  The teacher can first have the student retell what has happened and help them think of spots they have missed.  Then after that the teacher gets the student to make a final prediction.  Or you could just skip the retelling of the story and ask the student what they think will happen at the end and why they made that prediction.

At the end of the book the teacher should ask questions that have the student tell what happened, or describe if they had correct predictions.  If there is a particular lesson or moral that you want the child to learn from the story then the teacher can ask about alternative endings.  If a teacher or tutor feels that the ending of the book has been understood and no questions need to be asked then they are allowed to omit the final questions.
Page 185-186