| Why not change the format of your comprehension | | | | the children in each house will further increase their |
| questioning in your reading lesson plans for each | | | | desire to read effectively so they can help their |
| Harry Potter novel? This will in fact work with any | | | | teams. Children with more advanced reading and |
| novel study.After each chapter or section of the | | | | comprehension skills will want to help out those in |
| book is completed, ask your students to submit a | | | | their teams who may be struggling, thus offering |
| trivia question about what they have just read. The | | | | some peer coaching.Children will look forward to |
| questions can be both simple and complex. The | | | | reading the assigned chapters and learn to enjoy |
| teacher will also strategically add his/her own | | | | reading and to comprehend the written content |
| questions, making sure to cover the comprehension | | | | much more effectively when Harry Potter Trivia is |
| and/or grammar questions that are important. Spelling | | | | used in your classroom.Valerie Giles owns and |
| questions can also be added using new words learned | | | | operates Cyber-Prof: Teacher Resource Site an |
| from that chapter. Trivia can also include questions on | | | | educational web site that specializes in resources for |
| other lessons such as science and math which relate | | | | school and teacher supplies . Free stuff for teachers, |
| to the passages that have been read.After all the | | | | teaching strategies, K-8, educational toys and games, |
| questions have been received, divide your class into | | | | back to school, classroom technology and home |
| the 4 Hogwarts house teams: Gryffindor, Ravenclaw, | | | | school curriculum. The accompanying article is |
| Hufflepuff and Slytherin. These four teams can be | | | | copyrighted. It may be reproduced only if the |
| changed from time to time for each new book or | | | | hyperlinks here are left intact. |
| they may be kept constant. The competition among | | | | |