Describe the three phases of planning a Questioning the Author activity

Question

What will be an ideal response?

Answer 1

The answer should at least define these three phases:
a . Identifying major understandings and potential problems. Like a director and an actor, you begin working with a text by giving it a close reading. One of the purposes for the close reading is to identify the major understandings that students should gain from reading the text. The second purpose is to anticipate and solve potential problems that may arise in teaching the text, including difficult concepts or dense passages. Accomplishing these dual purposes clears the way for the author's entry into the classroom and sets the stage for a conversation that engages readers with the author. The core of that conversation is Questioning the Author.
b. Segmenting text. Following a close reading of the text, identifying major understandings, and anticipating problems with the text's comprehension, you next segment the text. By segmenting a text, Beck and her associates (1997) mean the identification of stop points at which you'll initiate questioning and discussion. Major understandings you want your students to gain drive decisions about where to segment. At times, a single sentence that has a bearing on a major understanding may signal a stop point. Much longer passages and sets of paragraphs may be summarily dealt with. Asterisks in the text can be used to identify segments.
c. Developing queries. Queries, as we have already learned, are of several kinds. Initiating Queries launch discussions. Follow-up Queries help students look beneath the text's surface, make intertextual connections, speculate on an author's purposes, and, in general, deepen discussion and the exploration of the text. Critical Thinking Queries guide students into an examination of an author's reasoning, organization of evidence, and conclusions based on that reasoning and evidence.