Time To Complete
I Can Statements
- I can:
- Ask questions to clarify and extend my understanding of texts, explore my own ideas, and solve problems
- Ask questions to help me clarify the main ideas in a text, identify the characteristics and qualities of a text (such as fiction or non-fiction, first-person or third-person), and compare and contrast the text to others I’ve read
- Ask questions to identify the most relevant parts of a text (such as relevant numbers in a word problem, or data trends in an experiment)
- Describe the difference between “thick” and “thin” questions
- I will know my questions are of high quality when they:
- Clarify and extend my understanding of a text
- Explore my own ideas
- Help me to solve problems
Suggestions for Assessing Student Readiness to Move Forward:
- Confer with students, asking them to share their questions about a text and explain how the questions deepen their understanding of the text.
- Ask students to self-evaluate their work after completing one of the activities below.
Model reading a text aloud, while displaying it to the students. As you read, stop periodically and briefly ask a question aloud about what you are reading. Jot down the question if you want, but don’t stop long enough to significantly disrupt the reading. Think aloud about the words or events in the text that lead to the questions, and why (e.g., “When I read ____, this makes me wonder ____ because ____”). Model asking a wide variety of questions
Students should practice questioning in groups and individually by reading texts and stopping periodically to ask questions.
- In groups of two to four, students should take turns reading a text aloud, with each student sharing questions as they read. They can record their questions on chart paper and present some of them to the class.
- Students read a text individually and record questions in two-column notes or on Post-its.
- They should continue various forms of practice until they are adept at questioning a text.
- Challenge students to ask all three categories of questions, and to use a variety of sentence stems and types of questions. Encourage students to ask things they are really wondering, not just something someone could ask. Encourage students to look for the answers to some of their questions as they continue reading. They should continue various forms of practice until they are adept at questioning.
After several days of practice and once they have achieved mastery, students should annotate their chosen text with questions in the style they have chosen for their performance task.
- reDesign’s Learning Strategy Matrix
- Strategies That Work by Stephanie Harvey and Anne Goudvis
- I Read It, but I Don’t Get It by Cris Tovani
- Mosaic of Thought by Ellin Oliver Keene and Susan Zimmermann
- Reciprocal teaching: http://www.readingrockets.org/strategies/reciprocal_teaching
- Reciprocal Teaching at Work by Lori Oczkus