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Language Arts Curriculum Guide - page 19 / 70

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    Questioning (See the QAR strategy below) Proficient readers ask questions of themselves, the authors,

and the texts they read. They generate thoughtful, probing questions and consider a range of responses. The use questions to clarify and focus their reading. Questioning is done before, during, and after reading. Questions before reading help the reader make connections, set a purpose for reading, and make predictions. Questions during reading help the reader clarify and review, confirm or create new predictions, critically evaluate the story and make personal connections. Questions after reading help reinforce concepts, model ways of thinking through organizing information, encourage critical thinking, and build awareness of common themes and structures in literature. Examples include questions stems below and the QAR Strategy.

  • I wonder...

  • I was confused when,,,

  • Why...

QAR: Question, Answer, Response

    • Right There (In the text) - Questions that ask who, what, where, when, and sometimes why. The answers to the questions are right there in what is being read. The words used in the question and the words used for the answer can usually be found in the same sentences.

    • Think and Search- The answer is in the text, but the words used in the questions and those used for the answer are not is the same sentence. You need to think about different parts of the text and how ideas can be put together before you can answer the question.

    • On My Own (In your head) – The text got you thinking, but the answer is inside your head. The author can’t help you much. So think about it, and use what you know already about the question.

    • The Author and Me-The answer is not in the text. You need to think about what you know, what the author says, and how they fit together.

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    Read Aloud: Reading aloud to students from a variety of texts (usually above their level of reading) to

demonstrate fluency and expression, stimulate thinking, build vocabulary, extend their knowledge, and develop an appreciation of reading.

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    Reciprocal Teaching: A conversation between teachers and students, the purpose of which is to come

to a shared understanding of the text they are reading. The conversation is organized around the following four strategies used to help the readers construct meaning.

    • Predict-Students are taught to generate predictions and to provide concrete evidence from the texts to support their reasoning

    • Clarify-Students are asked to identify and explain difficult words, phrases, or ideas from a reading selection and to use clarifying strategies.

    • Question-Rapid reading comprehension is fostered by instruction in question generation. The students are taught to use who ,what, when, where, why, and how questions words and to apply inferencing skills.

    • Summarize- Students are taught to identify the main ideas in a reading selection and to construct clear, concise summaries of what they have read.

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    Retelling: Retelling a story or text (in own words) in a written, oral, or art format to check

comprehension in relation to the plot, setting, characters, or any underlying inferences. Sometimes retelling can be followed by questions to elicit further information.

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