Teaching our students to ask questions

before, during and after they read

Questions

I can plan a reading lesson that includes asking questions through a think aloud.

I can plan a lesson that allows my students to ask questions about a text based on the title.

I can apply appropriate modifications that address my student needs.

Learning target

Queen Palmer Elementary

School Goal: Based on 2011-2012 MAP/NWEA Reading test results: Our goal is to increase

the overall growth of all students being assessed in Reading from an overall average of 54.7% of students making a year or more growth to 60%. This equates to 160 students out of our total of 266 students. The cohort groups will be all students, grade K-5. Therefore, our number of students reaching proficiency will increase from 66% (176 students) to 81% (215 students).

Yearly Cluster Goal: Based on 2011-2012 NWEA MAP Benchmark scores for Reading, all grade levels will increase their percentage of students achieving appropriate RIT Band growth on the MAP Reading Assessment from Spring 2012 to Spring 2013. **Based on each student’s scores on the first MAP Benchmark, NWEA identifies a target growth score for each student to reach by the end of the year. NWEA MAP RIT scores are correlated to performance on the state test.**

Spring 2012-Spring 2013

Grade Level % of Students 2011-2012

Winter Results % of students

GOAL % of Students 2012-2013

# of Students 2012-2013

Kindergarten No Data 49.0% 65% 33 out of 51 First Grade 39.1% 44.23% 50% 29 out of 57

Second Grade 40.5% 56.8% 50% 20 out of 39 Third Grade 57.9% 59.5% 70% 27 out of 38

Fourth Grade 50% 72.2% 60% 23 out of 39 Fifth Grade 60%

70.8% 70% 35 out of 50

Kindergarten – First Grade Long Range Plan

Week 1 Modeling Questions – Setting the Purpose

Week 2 Questioning the Title – “I do” – Kinder “You do“ - First

* Modification – Sentence stem and prompt

Week 3 Questioning the Illustrations* Modification – Sentence stem and prompt

Week 4 Questioning the Characters

Week 5 Questioning the Author

Week 6 Questioning the Reader

i. Ask and answer questions about unknown words in a text. (CCSS: RL.K.4)

a. Use Key Ideas and Details to: i. With prompting and

support, ask and answer questions about key details in a text. (CCSS: RI.K.1)

Kindergarten Standards

Inquiry Questions: 1. During a picture-walk

through a book, what do readers predict? Why?

2. How do the illustrations help you figure out the meaning of the text?

How can these questions address our strategy of Questioning the title and illustrations?

Kindergarten Inquiry Questions

Students can: a. Use Key Ideas and Details

to: i. Ask and answer

questions about key details in a text. (CCSS: RI.1.1)

Use Craft and Structure to: i. Ask and answer

questions to help determine or clarify the meaning of words and phrases in a text. (CCSS: RI.1.4)

First Grade Standards

Inquiry Questions: 1. How does a reader

picture the character? 2. How does a reader

explain a character’s actions?

How can these questions address our strategy of questioning the title and illustrations?

First Grade Inquiry Questions

Researchers have also found that when adult readers are asked to "think aloud" as they read, they employ a wide variety of comprehension strategies, including asking and answering questions before, during, and after reading (Pressley and Afflerbach 2010). Proficient adult readers:

Are aware of why they are reading the text Preview and make predictions Read selectively Make connections and associations with the text based on what they already know Refine predictions and expectations Use context to identify unfamiliar words Reread and make notes Evaluate the quality of the text Review important points in the text Consider how the information might be used in the future

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What do we do when we read?

Successful reading is not simply the mechanical process of "decoding" text. Rather, it is a process of active inquiry. Good readers approach a text with questions and develop new questions as they read, for example:

"What is this story about?""What does the main character want?""Will she get it?" "If so, how?" Even after reading, engaged readers still ask questions:

"What is the meaning of what I have read?""Why did the author end the paragraph (or chapter, or book) in this way?""What was the author's purpose in writing this?"

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More about asking questions

“ I know that good readers always read the title.”

When I read the title I am not sure I understand what it means. Sam and the Sap, What is sap? hmmm.. I think I will keep reading so I can find out what sap is.

Modeling Questioning for

our students

Steps Rubric Indicators “Boys and girls today we are going to read a new book. I know that good readers always read the

title first. The title can give us clues. Cal’s Cap I am wondering about Cal’s cap. What is

happening to Cal’s cap? I look at the illustration and I see that Cal’s cap is on the ground. I am

wondering Why is Cal’s cap on the ground.?

Ask a question to model.

Presenting Instructional ContentQuestioning

Thinking

Add scaffolding for kids who can’t generate questions. (Izaaq example from clip) Sentence stems. Who is..? What is ..? Model using the

sentence stems.

Teacher Knowledge of StudentsPresenting Instructional Content

Read through text modeling how text and picture clues help you find the answer. Oh I am still wondering about the cap but now I see the

illustrator has added lines to show wind… so I wonder if the wind is blowing Cal’s cap. I’ll keep

reading to find out.

Presenting Instructional ContentThinking - Analytical - Research

The text says “Mom cannot stop the cap.” I wonder if anyone can stop the cap!”

Analytical thinking

Now we have read the whole book lets’ answer my quetsion.”What happened to Cal’s cap?” Did the author tell us that the wind blew the cap? No we had to use our brains and figure that out on our

own.

Problem Solving - Drawing Conclusions

Questioning the text and verifying your answer in the text

Teacher Content Knowledge(Strategies)

“Wow! We had a question at the beginning of our text today and then we read the text. Did we come up with a good answer to my question about sap?

How did we do that?”

Lesson Structure and Pacing(Reflection)

Izaaq strugglesIMG_0158.MOV

Kaiden and KatelynIMG_0153.MOV

josiah

IMG_0161.MOV

"Readers sometimes grossly underestimate their own importance.“

- Madeline L'Engle

I can plan a reading lesson that includes asking questions through a think aloud.

I can plan a lesson that allows my students to ask questions about a text based on the title.

Learning target

Steps Rubric Indicators “Boys and girls today we are going to read a new book. I know that good readers always read the

title first. The title can give us clues. Sam and the Sap, hmm I am not sure what that means. I know that Sam is boy’s name but I have never heard of

Sap. SO my question is ‘What is sap?’” I know that good readers read with a purpose in mind.

Ask a question to model.

Presenting Instructional ContentQuestioning

Thinking

What is Sap? Write on question on white board. Motivating Students

Activities and MaterialsRead through text modeling how text and picture clues help you find the answer. “Oh here is that

word sap again and I see the characters”

Presenting Instructional Content

The text says “They get sap in the pan” I see the pan so maybe that is the sap. I am going to keep

reading.

Analytical thinking  

Now we have read the whole book and my question was “What is sap?” I think that sap is like

syrup from a tree.

Problem Solving - Drawing Conclusions

Questioning the text and verifying your answer in the text Teacher Content Knowledge

(Strategies)“Wow! We had a question at the beginning of our text today and then we read the text. Did we come up with a good answer to my question about sap?

How did we do that?”

Lesson Structure and Pacing(Reflection)