Questioning strategies When leading discussions with children, create conversations that allow them to: Go beyond simple yes/no answers: Why do you think the two ants stayed behind? Summarize or retell the story in their own words: Where did the ants go on their journey? What happened to them while they were there? Infer or predict what will happen next: The ants are looking for a place to hide in the wall. Do you think they will be safer there? Interpret what they read and imagine alternate endings, points of view, etc.: What do you think would have happened if the ants hadn’t fallen asleep in the crystals? Engage in a questioning way with the text and one another: I wonder what the author meant here? What do you think? Relate the text to other texts they have read, to their own experience, and to the world around them: Have you ever been lost in a strange place? Have you read any other books about two friends on an adventure?

Reading aloud. Everyone loves to hear a favorite story read aloud. Research shows that reading aloud is one of the most important foundations of literacy development (Neumann, Copple, & Bredekamp, 2000). It underscores the relationship between the printed word and oral language and allows tutors to model fluency, questioning strategies, and other key skills for students.⁷

Echo reading. Echo reading takes different forms, and is an excellent way to work on fluency. Read a passage and invite children to become the echo, reading it back and trying to match your intonation and expression. Alternately, pairs of students can take turns reading and echoing one another.

Choral reading. Reading together is a wonderful way to share poetry or other texts with a distinct pattern. Helping small groups read a book, poem, or rhyme in unison improves interpretation, fluency, pronunciation, and expression—all in a safe environment. Choral voices offer reassurance, strong modeling, and a “hiding place” where uncertain readers can gain confidence. (See The poetry slam for a choral reading activity idea.)