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Questioning: A Comprehension Strategy for Small-Group Guided Reading

Web-based Content

Questioning: A Comprehension Strategy for Small-Group Guided Reading

Grade Levels

3rd Grade, 4th Grade, 5th Grade

Course, Subject

Related Academic Standards
CC.1.2.1.A CC.1.2.1.A
Identify the main idea and retell key details of text.
CC.1.2.3.B CC.1.2.3.B
Ask and answer questions about the text and make inferences from text; refer to text to support responses.
CC.1.2.3.C CC.1.2.3.C
Explain how a series of events, concepts, or steps in a procedure is connected within a text, using language that pertains to time, sequence, and cause/effect.
CC.1.2.3.G CC.1.2.3.G
Use information gained from text features to demonstrate understanding of a text.
CC.1.2.3.H CC.1.2.3.H
Describe how an author connects sentences and paragraphs in a text to support particular points.
Expand
  • Big Ideas
    Comprehension requires and enhances critical thinking and is constructed through the intentional interaction between reader and text
    Information to gain or expand knowledge can be acquired through a variety of sources.
  • Concepts
    Essential content of text, including literary elements and devices, inform meaning
    Essential content, literary elements and devices inform meaning
    Informational sources have unique purposes.
    Validity of information must be established.
  • Competencies
    Analyze and evaluate information from sources for relevance to the research question, topic or thesis.
    Compile information from resource materials.
    Critically evaluate primary and secondary sources for validity, perspective, bias, and relationship to topic.
    Distinguish between essential and non-essential information within texts, identifying exaggeration and stereotype where present
    Distinguish between essential and non-essential information within texts, identifying exaggeration where present
    Evaluate information from a variety of reference sources for its relevance to the research question, topic or thesis.
    Evaluate the presentation of essential and non-essential information in texts.
    Evaluate the presentation of essential and nonessential information in texts, identifying the author’s implicit or explicit bias and assumptions
    Identify and evaluate essential content between and among various text types
    Identify resource materials to achieve a research goal.
    Locate credible sources of information, including information gathered from web sites.
    Question, reflect on, and interpret essential content across texts and subject areas
    Question, reflect on, and interpret essential content of text
    Summarize key information from a text (e.g. major points, processes and/or events)
    Summarize, draw conclusions, and make generalizations from a variety of mediums
    Synthesize information gathered from a variety of sources.
    Synthesize relevant information from source materials to achieve a research goal.
    Use and cite evidence from texts to make assertions, inferences, generalizations, and to draw conclusions

Description

In this lesson, the teacher explains the difference between thin (factual) and thick (inferential) questions and then models how to compose question webs by thinking aloud while reading. Students observe how to gather information about the topic and add it to question webs in the form of answers or additional questions. Students practice composing thin and thick questions and monitor their comprehension by using question webs in small-group reading. This practice extends knowledge of the topic and engages readers in active comprehension.

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Questioning: A Comprehension Strategy for Small-Group Guided Reading

Content Provider

ReadWriteThink

 

Here at ReadWriteThink, our mission is to provide educators, parents, and afterschool professionals with access to the highest quality practices in reading and language arts instruction by offering the very best in free materials.

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