Skip to contentContribute to ReadWriteThink / RSS / FAQs / Site Demonstrations / Contact Us / About Us

 

 

Contribute to ReadWriteThink

ReadWriteThink couldn't publish all of this great content without literacy experts to write and review for us. If you've got lessons plans, activities, or other ideas you'd like to contribute, we'd love to hear from you.

More

 

Professional Development

Find the latest in professional publications, learn new techniques and strategies, and find out how you can connect with other literacy professionals.

More

 

Reading & Language Arts Community

Did You Know?

Your students can save their work with Student Interactives.

More more

Home Classroom Resources Lesson Plans

Lesson Plan

Questioning: A Comprehension Strategy for Small-Group Guided Reading

E-mail / Share / Print This Page / Print All Materials (Note: Handouts must be printed separately)

 

Questioning: A Comprehension Strategy for Small-Group Guided Reading

Grades 3 – 5
Lesson Plan Type Standard Lesson
Estimated Time Three 30- to 45-minute sessions
Lesson Author

John Young

Bellflower, California

Publisher

International Reading Association

 

Overview

From Theory to Practice

 

OVERVIEW

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.

back to top

 

FROM THEORY TO PRACTICE

Short, R.A., Kane, M., & Peeling, T. (2000). Retooling the reading lesson: Matching the right tools to the job. The Reading Teacher, 54, 284295.

 

Oczkus, L.D. (2003). The four reciprocal teaching strategies. In Reciprocal teaching at work: Strategies for improving reading comprehension. Newark, DE: International Reading Association.


NCREL: Reciprocal Teaching

  • Students who answer their own questions show improvement in reading comprehension.

  • When students know prior to reading that they each need to think of a question about the text, they read with an awareness of the text's important ideas.

  • With exposure to expository text, students learn how to summarize and how to use graphic organizers, such as question webs.

back to top