Active readers ask questions before, during and after reading text. Questioning spurs readers to think more deeply about the text and read with greater purpose. When, if at all, will the question be answered? Will the question be answered directly in the text or will the reader use explicit and implicit information to make an inference? Asking questions and seeking answers help students monitor their own comprehension. This Kidspiration® lesson engages students in asking and recording questions during the reading process, and determining how the questions were answered.
Open Generating Questions.kia from Kidspiration Starter>Activities>Reading and Writing. Explain that active readers ask questions before, during and after reading. When readers ask questions they monitor their comprehension and set a purpose for reading.
Share that during this lesson students will ask and record questions, search for answers to the questions, and determine how the questions were answered.
Model completing the activity using a pre-selected text that lends itself well to students asking questions before, during and after reading. Record questions in the yellow symbols. Should a teacher wish to display a completed template prior to completing one with the class, open the Kidspiration Questions Exemplar.kid as shown below.
Note: If Sherry Garland’s The Lotus Seed is used to model completing the activity as done in the Kidspiration Questions Exemplar.kid, depending on the students’ age and background information, the teacher may wish to define for students “mother-of-pearl hair combs”. Central to the book, it is important that students understand that the combs are as valuable as gems.
After reading the selection, determine how the questions were answered. If the question was answered using information within the text, code the question line with a T. If the question was answered by making an inference or drawing a conclusion, code the question line with an I. Discuss as a class why the given code was assigned to the question. The teacher may elect to switch to Writing View and record the thinking/reasoning for assigning the specific code to each question. It’s possible that some questions may not be able to be coded. Explain to students that sometimes readers’ questions are not answered.
After modeling the lesson, the teacher may elect to provide students with text at their independent reading levels and have them complete the activity independently, or provide more guided practice.
Confirm students are asking authentic questions before, during and after reading.
Confirm codes are appropriate to the questions and text read.
Confirm that the student’s thinking/reasoning shared in the Writing View portion of the activity makes sense and is accurate.
Informational text may be utilized to complete the activity.
Additional codes may be added to the template as follows:
a) BK-question answered based on background knowledge
b) R-additional research is needed to answer the question. This is especially applicable when using informational text.
The teacher may elect to have students share their thinking orally rather than have students record their thinking in the Writing View portion of the lesson.