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Home Classroom Resources Lesson Plans

Lesson Plan

Guided Comprehension: Self-Questioning Using Question-Answer Relationships

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Grades 3 – 6
Lesson Plan Type Standard Lesson
Estimated Time Three 60-minute sessions on consecutive days
Lesson Author

Sarah Dennis-Shaw

Avon, Massachusetts

Publisher

International Reading Association

 

Overview

From Theory to Practice

 

OVERVIEW

A majority of students in grades 3 to 6 are beyond decoding instruction. Strategic reading allows students to monitor their own thinking and make connections between texts and their own experiences. Based on the Guided Comprehension Model developed by Maureen McLaughlin and Mary Beth Allen, this lesson introduces students to the comprehension strategy of self-questioning. Students learn the types of question-answer relationships (QARs), identify where and how answers can be found, and demonstrate their understanding of the strategy as they analyze The Story of Ruby Bridges and generate new questions about the text. They go on to practice the strategy in small groups, applying it to texts chosen from the Suggested Booklist for Civil Rights provided. The components of the QAR strategy are reinforced through activities in three student-facilitated comprehension centers.

Note: This lesson is intended as an introduction to the QAR technique. With continued practice, students should be able to apply the self-questioning strategy independently to other texts.

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FROM THEORY TO PRACTICE

McLaughlin, M., & Allen, M.B. (2009). Guided comprehension in grades 3-8 . Newark, DE: International Reading Association.

  • Guided Comprehension is a context in which students learn comprehension strategies in a variety of settings using multiple levels and types of text. It is a three-stage process focused on direct instruction, application, and reflection.

  • The Guided Comprehension Model progresses from explicit teaching to independent practice and transfer.

  • Self-questioning involves generating questions to guide thinking while reading. The ability to generate questions is a skill that underpins, not only this strategy, but also many of the dimensions of transacting with text.

  • Current studies demonstrate that when students experience explicit instruction of comprehension strategies, it improves their comprehension of new texts and topics (Hiebert et al., 1998).

 

Hiebert, E.H., Pearson, P.D., Taylor, B.M., Richardson, V., & Paris, S.G. (1998). Every child a reader. Ann Arbor, MI: Center for the Improvement of Early Reading Achievement (CIERA).

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