In Mrs. Martin’s classroom, five students are seated around a table. Mrs. Martin is seated with them. She appears to be simply watching them read a story. But there’s a powerful strategy at work here.  It’s called guided reading.

Guided Reading is Part of a Balanced Literacy Approach

Guided reading is one component of a balanced literacy program that allows teachers to meet the needs of all students – regardless of their level of proficiency – so they become stronger, more confident readers.   Through this strategy, students are met right where they are in ability.  Because they’re with students who are on their level, they’re much less likely to fell anxious or embarrassed about how they measure up to the skills other students.  This is so important.

One component that makes this so successful is the teacher works in a small group setting.   That way, students quickly learn workable strategies to process and construct meaning of words. This is what drives balanced literacy instruction. As their reading skills strengthen they gradually move on to more difficult reading with concentrated teacher guidance.

The Big Benefit of Guided Reading

With guided reading, instruction can be streamlined to meet the individual needs of each student within a group. That is so essential in teaching a critical skill such as reading. Instruction is easily managed in small groups and the teacher is able to give individual attention to the group members. The teacher meets them where they are, moving them along so they can progress with confidence.

How to implement Guided Reading

The grade level and the size of the classroom will largely determine how you approach guided reading. However, here’s a framework to get you started.

1. The first step is to divide your students into small groups, no more than six students in the group. The students in each group should be on the same guided reading level.

2. Select the appropriate leveled text and give each child his or her own copy of the book or literature.

3. The teacher begins by introducing new vocabulary and providing any background knowledge students will need to help with comprehension. The teacher can lead the students to make predictions. This step is called pre reading.

4. As the students read to themselves, the teacher makes observations and provides coaching to those who hit a stumbling block. This guidance can be asking questions, prompts, or providing a reading strategy.  This is the reading phase.

5. After students have read the literature the teacher should test for comprehension. At this point, the “testing” usually takes the form of questioning.  This is also a great time to introduce more strategies for future use.  This step is called post reading.

6. When working with groups of students it’s paramount that the teacher is prepared with other activities for the rest of the class. This is generally some type of reading activity. Make sure all students understand the procedures and expectations you have for them while you’re with each group.

Why should you use guided reading?

As stated earlier, when teachers use guided reading the students have the advantage of being in a homogeneous group – they’re with other students who are on their same reading level. Another benefit is that the teacher is present for guidance, support, and to reinforce skills.

Other benefits of guided reading:

• Reading strategies are strengthened as the students are engaged in a particular story.

• As the teacher introduces the story children learn about cueing, predicting, and monitoring.

• Younger students learn about tracking — following the print word-by-word and left to right.

• Assessing prior knowledge strengthens comprehension.

• Students can practice recognizing site words.

• Students learn the skill of predicting and inferring meaning.

• Capitalization and punctuation concepts are reinforced.

• Students learn about sequencing of the story — the setting, characters, and beginning, middle and the end of the text.

• Students have the opportunity to practice self-correction.

How is using guided reading different?

Guided reading is similar to shared reading but zeroes in on the needs of each child within a group. The importance of individualized attention can’t be over emphasized. Because the reading materials gradually become more difficult, students have the opportunity to apply the strategies they learn within their group and feel like successful readers!

It’s important to keep in mind the reading session should last no longer than 25 minutes.  Also the pre-reading, reading, and post-reading phases of guided reading are key success factors – don’t skip a step!

The chief goal of guided reading is to foster confidence, proficiency, and foster a love for reading. Grouping students by guided reading levels and providing the attention they need makes this critical task much easier.

Successful independent reading is the end result of a well-executed balanced literacy program.  It allows students the chance to “practice” the strategies they’ve learned through guided reading, shared reading, and teacher read alouds – the other components of balanced literacy.  With level appropriate materials, students now have the skills they need to read on their own.  That means they can read confidently and are actually excited about their ability to read.

Why Should Independent Reading Be Encouraged?

When students have a voice in the reading process, they’re learning to contribute to their own knowledge.  Because they can select the books they wish to read, they have greater control over what they want to learn. Students are much more likely to view reading as a priority when they have some ownership in the reading process.

However, this doesn’t mean students can make their reading choices willy-nilly.  There does have to be some structure involved. First of all, the selection must be at their reading level.  No “easy” books during independent reading. “At their reading level” means students should be able to read their selections with 95%-100% accuracy.

Also, students should choose books that don’t need teacher support.  That rather defeats the purpose.  In order to experience improvement in fluency, comprehension and vocabulary, reading needs to be truly independent.

How To Incorporate Independent Reading Into The Classroom

While students have much control over what they choose to read, teachers need to encourage them to choose from different genres. One of the goals of independent reading is to help students feel confident with their ability.  This is accomplished by reading on a level they feel comfortable with.  And when given the opportunities and the right environment, students are much more likely to develop a love for reading.

That’s why independent reading is more than just letting students pick a book and read while the teacher does something else.  Teachers have a responsibility in this as well.  They’re the ones that need to provide the tools students need to be independent, life long readers.  That leads to the four essential elements of independent reading:

Essential Element #1 – Choice

Children are thrilled when they’re given a choice of what to read.  They’re much more motivated.  Who wouldn’t be?  However, since students must make a selection that’s on their reading level, teachers need to have an exceptional classroom library.  That means books on many different levels, topics, as well as genres.  And like any library, classroom books need to be organized so students can easily make a selection.

Element #2 – Strategies

Before students can become proficient independent readers, they must have the tools they need to be successful.  Inside the toolbox are two basic strategies; decoding strategies and comprehension strategies.  Decoding strategies help children move forward when they stumble upon a word they don’t know.  They know what to do to figure it out.

Comprehension strategies guide students to think about what they’re reading – to make connections, use visualization, ask questions, and make inferences… all to synthesize the words they read into something they comprehend.  How do students learn these strategies?  The teacher models them.  Independent reading time is when the students apply them.

Element #3 – Time

How do you get to Carnegie Hall? Practice, practice, practice!  How do you get to be a proficient (even prolific) reader? Practice, practice, practice!  As all musicians and athletes know, practice takes time.  That’s why time should be set aside to practice reading as well.  Also, by dedicating long blocks of time to independent reading, students quickly get the idea that reading is important.

Element #4 – Goals

Encourage students to set reading goals but teachers do need to specify what kind of goal.  Otherwise, a student’s goal could be to get to the end of the book.  Because there is already a long period of time set aside for independent reading, the teacher can use this time to conference with the students.  Listen to their reading and see how they apply the strategies. Then help students set a reading goal based on the strategy they need to strengthen.

Independent Reading Activities

If you’re like most people, after reading a really good book you want to tell someone about it – you want to share.  Why not give students the same opportunity?  Here are 5 activities that will engage students in sharing what they read.

1. Illustrate an important character or event in the story.
2. Create an advertisement to promote the book.
3. Have students pick out words they are unfamiliar with and make a word wall.
4. Make a bookmark that represents the theme or main idea of the book.
5. Write a question to the author or a character in the book.

Creative as well as analytical students will enjoy these activities.  If all goes well, other students will want to read the books shared, too!

The Big Benefit of Independent Reading

Aside from higher test scores and ensuring that students read something everyday, there is an overarching benefit of independent reading.  And that is the fact that independent reading lays the foundation for becoming enthusiastic lifelong readers, not simply school time readers.

In kindergarten and first grade, shared reading is the anchor of a Balanced Literacy program.  But what exactly is it?  What does shared reading look like?

Here’s an illustration…

 In Ms. Avery’s classroom, kindergarten students are sitting on a colorful rug waiting for the “show” to begin.  It’s shared reading time, one of their favorite times of the day.  Ms. Avery is sitting in a rocking chair with a giant easel to her right.  Perched on the easel is a Big Book.  It’s a brand new big book, one Ms. Avery has picked specifically for shared reading.

But before she begins, Ms. Avery warms–up by rereading a big book the students are already familiar with.  She reinforces some concepts of printed words or models a new reading strategy.  Now the students are prepared for the new book.

Ms. Avery takes the book from the easel, shows the children the cover, reads the title and author.  She returns the book to the easel.  Now she’s ready to open the book, turn the pages and most importantly, open wide the doors to new adventures through reading.

First, the students excitedly predict what the book is about.  There’s a lot of sharing going on as they talk about their background knowledge and similar experiences related to the book.  Ms. Avery prompts the sharing by asking guiding questions, such as:

“What do you think our new book is about?”

“Who has been to the circus?”

“Have you ever had trouble getting out of bed in the morning?”

Then finally, it’s time for the story.

Ms. Avery reads the tale with enthusiasm and fluent expression.  No stopping the first time through.  The first reading is to let the students simply enjoy the story and note the rhythmic pattern of the words.  During the second reading, Ms. Avery will point to the words as she reads them again.  The students know they’re invited to read along if they want. 

The following day, Ms. Avery reads the book for the third time.  Now she implements other shared reading strategies into the lesson. Most students will be eager to read along by this time.  

Ms. Avery has covered several words with index cards or post-it notes and asks the students to think of words that would make sense.   They can use predicting skills to help them identify the word, such as looking at the first and last letter of the word.  When the shared reading lesson is over, she puts the new big book in the class library so students can revisit it during independent reading.

Why is shared reading so important?

As with all components of balanced literacy instruction, shared reading provides rich opportunities for students to discover the pleasures of reading.  Because students gather around the teacher in groups, a sense of community is established and students feel encouraged and confident to read along in enthusiastic environment.  Also, young readers are introduced to different genres and authors.  A variety of reading strategies are demonstrated during shared reading, dependent upon what is appropriate for the context of the story and the genre.  

Benefits of Shared Reading

Shared reading can take on a playful or structured approach to learning to read.  In either case, students have the opportunity to:

• Actively participate in reading
• Learn to predict how a story will progress
• Understand that illustrations can help construct meaning
• Increase and develop new vocabulary
• Discover and implement reading strategies
• Recognize letters and sounds in the context of the words of the story
• Understand concepts of the printed word
• Use structural and visual cues to aid them in the reading process
• Sequence story events

The list goes on to include skills they learn during rereading, such as information recall, increased sight word development, and phonics.

Shared Reading Strategies

 Here are two strategies or shared reading activities teachers use with much success:

 1.  Echo reading – In this strategy, the developing reader echoes a more advanced reader.  By imitating skilled reading, the young reader gains confidence, attempts to read text they couldn’t read on their own, and learns to use proper expression and phrasing during oral reading.

 2. Choral reading – During choral reading the class reads aloud with the teacher.  Students less confident in their reading ability aren’t as anxious about reading aloud when they’re part of a community of readers.

By now it should be obvious why shared reading is such an important component of balanced literacy instruction.  It’s a powerful strategy that not only teaches and reinforces reading skills, but is tailor made for introducing rich literature – literature that leads to a positive emotional experience while introducing different points of view and things to ponder.  Great story telling is the first step towards a lifelong love of reading.

Many students find word study to be one of the most enjoyable components of balanced literacy instruction.  Teachers find it to be one of the most powerful.  That’s because reading ability dramatically improves as students use meaningful games and activities to discover:

1. Letters and the sounds they make
2. How to pick out root words, and how suffixes and prefixes can change the meaning
3. Spelling involves finding patterns
4. How to get clues to word meaning and pronunciation by examining the parts of a word.

 But word study isn’t all fun and games.  It actually involves problem solving in the form of developing hypotheses, searching for patterns, predicting outcomes, and experimenting to find out if they’re right.  Using word study activities, students compare new words to words they already know and look for similarities.

Why is Word Study Important?

 In order to become fully literate, students must have the ability to accurately recognize words.  They also have to adequately use written words to convey meaning.  Because word study is based on phonics spelling and vocabulary, it’s a way for students to manipulate and fully examine words.

At once they do, students realize that words are powerful things.  When they learn how words work they’re on their way to becoming fully literate individuals. Learning phonics, sight words, decoding, spelling patterns, and word meanings, means understanding the basics of written words. From there they can communicate and construct meaning.   After all, that’s what language is all about.

Fortunately, educators have come to realize that rote drill and practice isn’t the most efficient way to master a reading or writing skill.  Students need the opportunity to think critically and manipulate words and their concepts.  That way they can generalize words based on spelling or other commonalities.  Grasping spelling, word recognition, and vocabulary goes beyond memorizing a few rules.  The best way to become proficient in words and their features is to have plenty of opportunities to examine them in different contexts. 

The Purpose of Word Study

As a component of balanced literacy, word study achieves two goals; first to help students become fluent readers with a strong vocabulary, and secondly, to give students the opportunity to fully explore and manipulate words.

• Word study isn’t about memorizing spelling words but about understanding spelling patterns. 
• It isn’t about manipulating a random group of words but can compare words that are phonetically similar.
• It isn’t just another fun activity but is a purposeful look at word analysis.

Word Study Activities

When planning word study lessons, teachers can choose from a variety of activities to improve spelling, word recognition and vocabulary.  Students tend to enjoy working with words and are eager to get word “games.”  Here a just a few of them…

Word Searches 

In word searches students take a group of word categories and “search” for examples of words in those categories by combing through magazines, newspapers, books, or textbooks.  They write down the words they find. 

Pattern Sorting

Pattern sorting is an activity that teaches students to categorize words.  The categories can be based on the way particular sounds are expressed in a word.  Pattern sorting is great for looking at vowel patterns, contractions, and silent letters.

Proofreading

Proofreading is one of those “must have” skills in order to be optimally successful in school.  Word study lessons involving proofreading help students learn to develop an eye for how a written word should look.  They learn to know if a word “looks right” when spelled out. 

Using word study lessons to round out a balanced literacy program promises a much greater chance of retaining word meanings and making sense of spelling rules.

Thank goodness, literacy has moved beyond writing a list of words five times each to learn to spell.  Or decoding words by simply “sounding them out.”  Now word study makes exploring the various aspects of the English language much more meaningful and enjoyable.

For many fortunate students, the read aloud strategy was first introduced to them on their parent’s knee. Long before they were developmentally capable of learning to read they experienced the joy and pleasure of reading. These students were not only given a strong foundation for becoming lifelong readers, they were also given a head start on vocabulary, thinking skills, and listening skills.

 Parents in the know understand the need to read aloud to children. It’s the same reason we talk to them: to bond with them, to entertain, to explain, to reassure, and to inspire them.

 What’s more, by reading aloud, teachers and parents build the essential framework for early reading development.  This is the cornerstone of balanced literacy instruction in the primary grades. When we read aloud to children they learn to enjoy stories and anticipate reading on their own. Children begin to grasp that reading can be fun, especially when an adult reads fluently and expressively.

Reading Aloud in the Classroom

During a read aloud the teacher doesn’t simply read students a book or story and call it a day. It involves much more than that. Teachers verbally interact with the class throughout the process. This process includes pre-reading, during reading, and post-reading activities to ensure they understand and make connections with the story. The read loud selection can be a variety of genres — fiction, nonfiction, a simple picture book, or poetry.

Though a read-aloud seems pretty straight forward, there are actually a lot activities going on for the teacher.  These include

• Previewing the selections and choosing those that allow students to make predictions and relate to prior knowledge
• Emphasizing story elements
• Guiding students with questions
• And closing the selection with oral or written responses to what they heard.

 Why is it So important to Read Aloud?

 Words are the primary foundation for constructing meaning. You can either help students internalize the words through their eyes or through the ears. And because the first several years of a child’s life their eyes aren’t ready for reading, the best way to help children internalize words is through hearing. The sounds of words children experience in the younger years will help them make sense of what they’re reading later on.

 Read Aloud Teaching methods — what to keep in mind

 First and foremost, teachers should understand that the read aloud strategy involves creating a time for oral reading on a consistent basis using selections that exceed student’s independent reading level yet are at the correct listening level.  This is crucial in order to progress comprehension.

 Also, be aware that teachers can use read alouds to achieve different goals:

•  To introduce a new theme
• To get students talking and thinking about literature
• To help students explore new worlds
• And to familiarize students with different genres.

 There are several vehicles you can use to do this. In addition to fictional tales, use magazine articles, newspaper articles, biographies, or autobiographies for a change. 

 And if you think it’s not worth your time to fit reading aloud into the day, consider this. When teachers read aloud to their students they’re helping them achieve the following:

•  Learn what fluid and expressive reading sounds like.
• Learn how to think aloud.
• Make connections to real life experiences or other pieces of literature.

 All the above is essential in constructing knowledge.

Read Aloud Strategies for Pre Reading, During Reading, and Post Reading

The anticipation guide is one effective pre reading strategy that really gets the students thinking.  Anticipation guides contain statements that relate to the story or text.  They are more inferential in nature so the students have to listen closely and think about what they hear.   After the story, the students either agree or disagree with each statement. 

During reading and after reading strategies include graphic organizers and story maps.

Points to Help With Read Alouds

Recall that when teachers and parents read aloud to students they are preparing their young brains to connect reading with a pleasurable experience. As they do so, they’re building a strong foundation of background knowledge that students can bring with them to the classroom. And perhaps most importantly, they are providing students with a reading role model.

Here are some more points to help with reading aloud to students.

• Make sure you preview the book before reading it aloud to the students. It helps if you can relate to the book so you can share with the students personal connections you have.
• Obviously, the teachers should select books that are engaging and will spark student’s interests.
• Students shouldn’t be just passive listeners — they should be involved throughout the process.
• Make sure students understand your expectations for behavior during reading time.
• Invite parents or the principal to come read to your students as a special treat.

Unless you’re an elementary teacher, balanced literacy instruction may be a new concept to you.  What is it, anyway?  What happened to phonics?  What about whole language?  Which is better?  Why does the pendulum continue to swing from one method to another? And why can Johnny still not read?

Welcome to the reading war.  These questions have been the heart of heated controversy for decades.

Before balanced literacy instruction appeared on the scene, you could say reading instruction was rather “unbalanced.”  First there was the “look-say” method, then phonics, and then whole language made a grand appearance in the 1980’s.  Each was met with some resistance… and war raged on. But why?

Surely there is a “best” way to teach reading?

It’s not as easy as that. There have always been arguments over how to best teach young children to read. And with good reason.  Reading is such a critical skill and without a strong foundation, children simply can’t flourish in school.  For this reason, for much of the 20th century choosing the best program to implement in schools has been a hot topic among administrators, teachers, and parents alike.

The Phonics Camp

On one side of the fence, there are proponents of phonics who believe that understanding the relationship between letters and sounds they make is essential for comprehension. In order to comprehend, readers must be fluent and quick readers. Phonics emphasizes important skills such as decoding words through sound and spelling so they can move smoothly through a passage.

Does phonics work?  Well, yes. 

Children who are analytical and auditory learners seem to do best with phonics instruction.  Decoding words through sounds comes easy. To them a whole language approach isn’t structured enough. The result is they often fall behind and are left to struggle without the strategies they need to deconstruct or decode new words.

The Whole Language Camp

On the other side of the fence are those who believe whole language is the philosophy to base instruction upon. Here the emphasis is on constructing meaning through the written word and then expressing the meaning through writing. Advocates of whole language state that learning to read through phonics alone results simply in word recognition – meaning is left to chance.

Does whole language work?  Well, yes.

Students who thrive in a whole language environment are global learners meaning they learn best through hands-on learning and interacting with peers. They tend to be tactile and visual learners.

Those Left Behind

But with an either/or approach, there will always be someone left behind. And obviously there are pros and cons of each side.  However, now that we’re 10 years into the 21st century, proponents from both camps seem to have found a middle ground. The truth is that children often learn best through a combination of strategies.  That’s why balanced literacy instruction is thought to be the key.

The Balancing Act

Just as the name implies, balanced literacy instruction is a program that strikes a balance between both whole language and phonics. The strongest elements of each are incorporated into a literacy program that aims to guide students toward proficient and lifelong reading. 

Here are 5 components of balanced literacy instruction:

Balanced literacy is a framework for reading instruction. It involves teaching  by reading to students, having students read independently, and reading with students. This is accomplished with five basic components.

Balanced Literacy Component #1 – The read aloud

In the read aloud strategy the teacher reads out loud to the classroom. This way the teacher can model the correct strategies and behaviors. It’s important that teachers read with enthusiasm, rhythm, and the proper intonation. This way students can experience the joys of reading long before they can read on their own.

Balanced Literacy Component #2 – Guided reading

Through guided reading teachers are able to work with students who are on the same level. Students are put into small groups, given their own book, and the teacher works with each student to help develop the skills they need.

Balanced Literacy Component #3 – Shared reading

During shared reading the students and teacher read together. This is an opportunity for students to discover new words and their meanings.

Balanced Literacy Component #4 -Independent reading

During independent reading students are allowed to choose the books they want to read. This is important for many reasons — one being that reading becomes a more enjoyable experience. Also, when students realize teachers value reading time, they begin to realize that reading must be an important skill.

Balanced Literacy Component #5 – Word study

Students work with words through fun and engaging activities. Through word study students learn letters and the sounds they make. They then move on to root words, suffixes and prefixes, and how to derive meaning of words.

As the balanced literacy approach becomes more widespread, the whole language method that was so popular during the 1990’s fades. Since the enactment of No Child Left Behind, phonics has moved back into the spotlight.  Whole language is receding into the shadows and is no longer the dominant literacy model.  Many teachers (and parents) are excited about what balanced literacy instruction could mean for students. For now, this balanced literacy approach seems to be the truce for the reading war. 

(more balanced literacy articles)

Before we get into interrogative adjectives, let’s take a step back. When you think of an “adjective” what is the first thought that comes to mind?  Yellow flowers?  A beautiful sunset? A fast car?  In the preceding examples, the role the adjectives “flower,” “beautiful,” and “fast” is attributive, meaning they modify or describe a noun (or a pronoun). They paint a nice picture in our mind.

 She filled the vase with yellow flowers.

A beautiful sunset marked the end of a perfect day.

John didn’t care what he received for graduation as long as it was a fast car.

Sometimes adjectives are found in the predicate of a sentence.  In this case the adjective describes a preceding noun and is linked to it with a verb.  Like this:

The flowers in the vase are yellow.

The sunset was beautiful.

The car John received for his birthday was fast, just like he wanted.

Though these examples may be the first type of adjective use you think of, there are certainly other, and equally important, kinds of adjectives as well. 

Interrogative adjectives are words similar to interrogative pronouns, but they can’t stand on their own.  In other words, they serve to modify another term, specifically a noun.  The words “which” and “what” are the two interrogative adjectives and are used in interrogative sentences to modify nouns found in the question.

Which coat is Paul’s? (“which” is an interrogative adjective that modifies coat)

What CD is Sarah listening to? (“what” is an interrogative adjective that modifies CD)

Interrogative adjectives also modify noun phrases.  For example:

Which vitamins should be taken every day?

What program are you watching?

In the first example “which vitamins” is the subject of the verb phrase “should be taken.”

In the second example “what program” is the direct object of the verb phrase “are watching.”

More sentence examples of interrogative adjectives

• Which book on gardening do you recommend?
• What assignment are you working on now?
• Which team scored the highest points in the academic bowl?
• What recipe made the finals in the cook off?

The important point to keep in mind is that interrogative adjectives stand for the thing we do not know.

Which coat is Paul’s?

Here we want to know specifically the coat that belongs to Paul.

What CD is Sarah listening to?

Here we want to know specifically the CD that Sarah is listening to.

Examples of “what” and “which” used NOT as interrogative adjectives

Remember, the interrogative adjectives “what” and “which” are used to ask a question.  But just because you see these two words in a sentence ending in a question mark, don’t assume they are interrogative adjectives.  They could be interrogative pronouns.

What are you doing this weekend?

Which is Karen’s mother?

The above are examples of “what” and “which” used in the pronoun form. In these two cases, the words are NOT used as adjectives.

As long as “what” or “which” modify a noun or pronoun, and is found in an interrogative sentence, identifying them in a sentence is a simple task!

More articles about sentence types

Topic: Interrogative Pronouns, with definition, usage, and examples

Pronoun errors are among the most common mistakes found in writing, especially interrogative pronouns.  While you use them everyday in speaking and writing, the question remains are you using them correctly. Remember, how you speak and write is a reflection on you so it doesn’t hurt to review exactly how correct pronoun usage works.

First, recall a pronoun’s function is to replace, or stand in for, a noun or pronoun.  Without pronouns, sentences are awkward or cumbersome.  Here’s an example.

Julie was late for class and Julie forgot today’s homework, too!

Would you actually say that? Probably not.

Now, below the pronoun “she” replaces the noun “Julie” in the second part of the sentence.

Julie was late for class and she forgot today’s homework, too!

See how using the pronoun “she” makes the sentence less awkward?  However, if you have to many antecedents (the word the pronoun references) in your writing and use the same pronoun in the next four or five paragraphs, your writing may be confusing.

Interrogative Pronouns

Just as there are different types of nouns and verbs, pronouns come in a variety of forms as well.  Pronouns are classified as demonstrative, personal, relative, reflexive, intensive and interrogative.

Interrogative pronouns are used – you guessed it – when you want to ask a question.  In many cases it doesn’t have an antecedent (the word the pronoun references) – thus the need to ask the question in the first place! 

The most typical interrogative pronouns are…

• What
• Which
• Who
• Whom
• Whose

 And if you add the suffix “ever”…

•  Whatever
• Whichever
• Whoever
• Whomever
• Whosever

Though the above pronouns are certainly common enough, sometimes using them correctly can be a little tricky.  Here are a few tips to keep in mind when using interrogative pronouns.

• The pronouns “who”, “whom” and sometimes “which” reference people.
• The pronouns “what” and “which” reference inanimate objects and animals.
• “Who” functions as a subject.
• “Whom” functions as an object of a preposition or object of a verb.

 For example…

Who are the signers of the Declaration of Independence?

“Who” is the subject in the above sentence.

To whom did you give the note?

“Whom” is the object of the preposition “to.”

Whom do you suggest we nominate for class president?

Here, “whom” is the object of the verb “nominate.”

Who will design the new logo?

“Who” is the object of the verb “will design.”

Keep in mind the above 10 interrogative pronouns are frequently seen as relative pronouns (pronouns that link phrases and clauses together) as well.  The difference is that while it’s possible to find a relative pronoun used in a question, interrogative pronouns only appear in a question.

More Sentence Examples of Interrogative Pronouns

In the following sentences the interrogative pronoun is underlined.

• What are you talking about?
• Who is the villain here?
• Which color did you choose for your bedroom wall?
• Whose camera is this?
• Once you learn to speak French, whom are you going to talk to? 

One more point to remember…

Don’t be vague with interrogative pronouns.  For example, do NOT write or say:

 “Do you think they should raise taxes?” (Who does “they” refer to?)

 Do you get the idea?

 Using interrogative pronouns correctly isn’t difficult once you understand the specific grammar guidelines.  Once you do, your writing (and speaking) becomes clearer and therefore, more engaging to your audience.

More articles about sentence types

Topic: Interrogative Sentences – Definition, examples, sentence structure, and usage

If you listen to an every day conversation, you’ll notice the exchange isn’t simply statements of facts or ideas.   Of course, these types of statements (called declarative sentences) are part of the dialogue, but unless the conversation is entirely one-way, chances are you’ll also hear requests or commands (imperative sentences), exclamations (exclamatory sentences) or questions (interrogative sentences).  That’s how normal dialogue occurs and in order for your writing to be engaging and interesting, you need to do what comes naturally in every day language.

 Sentences that ask a question are called interrogative sentences.  They

Topic:  Exclamatory Sentences with definitions, examples, and usage

Is your writing a little dull? Add some sass and punch to your writing with exclamatory sentences.  What am I talking about?  Well, I am not talking about sentences that make a casual statement, ask a question, or give a command.  Instead, they convey some type of strong emotion.  And how exactly do you express a strong emotion?  It’s easy.  Write a declarative sentence filled with emotion and use this punctuation mark (!)! 

It’s called an exclamation mark and is used to show a vast range of emotions…love, anger, happiness, confusion, elation or any other typed of exuberant emotion.  

Exclamation marks are reserved for powerful feelings so you won’t find them used to express a matter-of –fact emotion or serenity, or a sense of calm.  Instead they deliver a jolt of feeling, which is why they’re so common in everyday speech.  However, exclamation marks need to be used sparingly in your writing. Use them to emphasize a point but be careful not to over do. For instance, can you imagine reading line after line of sentences like this!!

And when it comes to academic writing, such as essays and reports, don’t use exclamatory sentences at all, unless you are using them in quotations.

Grammatically speaking, formal English requires exclamations to begin with either the word what or how.  But in everyday informal English you’ll find exclamations can begin with any word, as you’ll see in the examples of exclamatory sentences to follow.  But first, two more grammar rules you need to know about. 

Rule Number One: If the noun in your sentence is plural, the correct choice is what, not how.

• “What exceptional children these are!” is correct.
• “How exceptional children these are!” is incorrect.
• What is acceptable with singular nouns as well.
• “What an exceptional child this is!”

The emotion portrayed in the above examples is one of astonishment.  You’ll quickly see that any emotion can be expressed with exclamations.

Rule Number Two:  When punctuating an exclamatory sentence, the exclamation mark should be at the sentence end, not in the middle of the sentence.

• “Fantastic, we closed the deal!”  is correct.
• “Fantastic! we closed the deal.” is incorrect.

Examples of exclamatory sentences

The following sentences are all examples of exclamations. See if you can determine the emotion expressed in each:

• No, you did not have permission to stay out this late!
• I can’t figure this out!
• Our team won the championship!
• I don’t know what happened here!
• I simply adore you!
• I just won the lottery!
• My life will never be the same without you!
• Oh, I didn’t see you come in!

 Did you find the emotion easy to determine?  Here are the emotions the writer had in mind…

•  No, you did not have permission to stay out this late! (anger)
•  I can’t figure this out! (frustration)
•  Our team won the championship! (happiness)
•  I don’t know what happened here! (confusion)
•  I simply adore you! (love)
•  I just won the lottery! (elation)
•  My life will never be the same without you! (sorrow)
•  Oh, I didn’t see you come in! (surprise)

 After reading the sentences a second time, couldn’t you just feel the emotion?

 There will be times when you see an exclamation mark used in an imperative sentence, like this:

Come here now!

 Be sure you don’t use an exclamation mark if you’re using “please” in your sentence.  Instead, use a simple period.

Please come here now.

An interrogative sentence can become an exclamation, too.  Like this…

 What did you do to the dog’s hair!

 Exclamatory Words

 Exclamatory words are words that generate a strong emotional response.  Here is a list of common ones but you can certainly add your own ideas so you’ll have a quick and ready list of exclamatory words to use in your writing.

•  Wow!
• Brilliant!
• Awesome!
• Ouch!
• Amazing!
• Bravo!
• Fantastic!
• Tremendous!
• Sheesh!
• Geronimo!
• Timber!
• Eureka
• Hooray!
• Wowsers!
• Gosh!
• Jeepers!
• Magnificent!
• Unbelievable!

 Exclamatory words that can stand alone as a sentence while expressing emotions or reactions are called interjections. Interjections don’t require a subject or verb to express a thought.  However, they can be inserted in a sentence by using commas. 

• Wow, that was a thrilling ride!
• Brilliant, you solved the puzzle!
• Awesome, you got the job!
• Ouch, that really hurts!
• I don’t know what you feel but, sheesh, I think the food was too expensive!

 By sprinkling your writing with appropriate exclamatory sentences, you’ll find you’ve added excitement to your story or prose.  But keep in mind a little goes a long way.  If you emphasize everything, you end up emphasizing nothing.  Exclamations aren’t appropriate for underlining points that could easily be made with a declarative statement.  If you do that, your readers will become suspicious of your sincerity – and that’s the last thing a good writer wants.

Instead, use exclamatory sentences to show sincere, honest emotion to pull your reader into your words.

View all our articles about sentence types.