1.) Strong readers ask questions.
As you read, it is important to challenge yourself with thought-provoking questions about the text and the ideas it generates. We should inquire about the events, characters, intentions, embedded meaning, and what will come next. Asking questions creates a pattern of thinking that guides us to problem solve and yearn to learn more.
http://howtosavetheworld.ca/2012/08/02/the-ten-hardest-questions/questioning-terrier/
Questioning Frindle by Andrew Clements
As I read the novel, Frindle by Andrew Clements, I found myself asking questions about several events and characters. When looking for questions to bring up in a discussion, I found myself trying to counteract what the author had written. By counteract, I mean that I wanted to know the other side of his statement or to know what evidence made him make a claim. What is the opposing view?
For example, on page 1 of the story the author writes, "If you asked the kids and the teachers at Lincoln Elementary School to make three lists- all the really bad kids, all the really smart kids, and all the really good kids- Nick Allen would not be on any of them. Nick deserved a list all his own, and everyone knew it." My train of thought was thinking about the narrator and questioning who this speaker is. On what grounds is this speaker trying to categorize an individual based on his behavior? What is their definition of "bad," "smart," and "good?"
My thinking as the "Question Master" drives me to wonder. I read constantly wanting to know what was not said explicitly in the text. Those who question are constantly in search of more information and to discover what will unfold in the future. Questioning gives the reader a reason to carry on with the passage, desiring more information and considering all factors that effect the situation. It is good to question what is said, for there is no single answer, opinion, or view to a given circumstance. Inquisitive readers can creatively shine light on new avenues of thought relative to a given statement.
Examples of Questioning while reading "Frindle" by Andrew Clements:
Pg. 32- "And Nick didn't try to sidetrack Mrs. G. again. He had slowed her down a little, but had he stopped her? No way. She was unstoppable...at least for today."
I wonder WHY Nick knew that he should stop sidetracking Mrs. G.?
What makes a teacher unstoppable to a child?
The narrator says Mrs. G. was unstoppable "...at least for today." Does this mean that Nick or the someone else will stop Mrs. G. in the future?
Pg. 41- "But I really didn't have a frindle with me," said Nick, amazed at his own bravery. And hiding behind his glasses, Nick kept his eyes wide and blank."
"Mrs. Granger's eyes flashed, and then narrowed, and her lips formed a thin, hard line. She was quiet for a few seconds, and then she said, "I see. Very well. Then I guess we have nothing more to discuss today, Nicholas. You may go."
Why did Mrs. Granger let him go after openly using the word "frindle" to spite her?
Did Mrs. Granger have a sudden change of heart or was she ignoring Nick's remark?
Was this the beginning of a war between advocates for the word "frindle" versus those who support using "pen"?
What would this war entail?
Is this the same war as is fought by armies of men for their countries or is this a metaphor for a different idea of war?
Is Mrs. Granger truly a villain or does she have another motive?
Pg. 47- (About the letter from Mrs. Granger) "I am not going to send it to you until this is over. I want you to sign your name and put today's date across the back of the envelope. When you read it, whenever that may be, you will know it is the same letter, and that I have not made any changes to it."
What is inside this letter?
For what reasons would this letter need to be signed and not given to him right away?
Will Nick get in trouble because of this?
Will this letter be used against him as a part of the "word war"?
Pg. 58- "On the bulletin board outside the office, Judy saw Mrs. Granger's notice about the word frindle. She stepped back two paces, aimed her camera at the notice, and snapped a photo."
Is the reporter taking photos of Mrs. Granger's notice and interviewing the people involved a sign of bad news?
How could the reporter taking these photos and notes be good and bad news for either side of the "word war"?
I wonder how the reporter found out about the school's drama?
Is the "word war" going to grow into a bigger issue or will it subside?
Pg. 81- (In a conversation between Bud and Nick's father about signing over ownership of the word frindle for business purposes) "Bud guessed right. Just the thought of all this made Tom shrink back uncomfortably in his chair. It was way too much fuss."
What will become of this?
What does he mean by "fuss"?
Is this a sign of good or bad news?
Will Nick and the school find out about this?
Pg. 97- (From the letter Mrs. Granger sent to nick after frindle was printed in the dictionary) "And, of course, I have sent along that letter I promised to give you when our little battle was over. And now it's over."
What was the deciding factor for this "word war" being over?
Why did Mrs. Granger save the letter for now?
Who won the "word war" now that it is over?
Is this good or bad for either side?
What will be the effects of this war?
What will come next?
For example, on page 1 of the story the author writes, "If you asked the kids and the teachers at Lincoln Elementary School to make three lists- all the really bad kids, all the really smart kids, and all the really good kids- Nick Allen would not be on any of them. Nick deserved a list all his own, and everyone knew it." My train of thought was thinking about the narrator and questioning who this speaker is. On what grounds is this speaker trying to categorize an individual based on his behavior? What is their definition of "bad," "smart," and "good?"
My thinking as the "Question Master" drives me to wonder. I read constantly wanting to know what was not said explicitly in the text. Those who question are constantly in search of more information and to discover what will unfold in the future. Questioning gives the reader a reason to carry on with the passage, desiring more information and considering all factors that effect the situation. It is good to question what is said, for there is no single answer, opinion, or view to a given circumstance. Inquisitive readers can creatively shine light on new avenues of thought relative to a given statement.
Examples of Questioning while reading "Frindle" by Andrew Clements:
Pg. 32- "And Nick didn't try to sidetrack Mrs. G. again. He had slowed her down a little, but had he stopped her? No way. She was unstoppable...at least for today."
I wonder WHY Nick knew that he should stop sidetracking Mrs. G.?
What makes a teacher unstoppable to a child?
The narrator says Mrs. G. was unstoppable "...at least for today." Does this mean that Nick or the someone else will stop Mrs. G. in the future?
Pg. 41- "But I really didn't have a frindle with me," said Nick, amazed at his own bravery. And hiding behind his glasses, Nick kept his eyes wide and blank."
"Mrs. Granger's eyes flashed, and then narrowed, and her lips formed a thin, hard line. She was quiet for a few seconds, and then she said, "I see. Very well. Then I guess we have nothing more to discuss today, Nicholas. You may go."
Why did Mrs. Granger let him go after openly using the word "frindle" to spite her?
Did Mrs. Granger have a sudden change of heart or was she ignoring Nick's remark?
Was this the beginning of a war between advocates for the word "frindle" versus those who support using "pen"?
What would this war entail?
Is this the same war as is fought by armies of men for their countries or is this a metaphor for a different idea of war?
Is Mrs. Granger truly a villain or does she have another motive?
Pg. 47- (About the letter from Mrs. Granger) "I am not going to send it to you until this is over. I want you to sign your name and put today's date across the back of the envelope. When you read it, whenever that may be, you will know it is the same letter, and that I have not made any changes to it."
What is inside this letter?
For what reasons would this letter need to be signed and not given to him right away?
Will Nick get in trouble because of this?
Will this letter be used against him as a part of the "word war"?
Pg. 58- "On the bulletin board outside the office, Judy saw Mrs. Granger's notice about the word frindle. She stepped back two paces, aimed her camera at the notice, and snapped a photo."
Is the reporter taking photos of Mrs. Granger's notice and interviewing the people involved a sign of bad news?
How could the reporter taking these photos and notes be good and bad news for either side of the "word war"?
I wonder how the reporter found out about the school's drama?
Is the "word war" going to grow into a bigger issue or will it subside?
Pg. 81- (In a conversation between Bud and Nick's father about signing over ownership of the word frindle for business purposes) "Bud guessed right. Just the thought of all this made Tom shrink back uncomfortably in his chair. It was way too much fuss."
What will become of this?
What does he mean by "fuss"?
Is this a sign of good or bad news?
Will Nick and the school find out about this?
Pg. 97- (From the letter Mrs. Granger sent to nick after frindle was printed in the dictionary) "And, of course, I have sent along that letter I promised to give you when our little battle was over. And now it's over."
What was the deciding factor for this "word war" being over?
Why did Mrs. Granger save the letter for now?
Who won the "word war" now that it is over?
Is this good or bad for either side?
What will be the effects of this war?
What will come next?
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