Lesson: Rereading to find answers to our questions
Connect (3-5 mins): For the past couple of days, we have been working on taking time to stop and think when we have questions during reading. I have noticed that several of you have been taking the time to stop and re-read whenever you are confused. Now, it’s time to go a step further and ask questions and take notes about what we are reading whenever we are confused. Over the next few days, we will learn a few different ways to ask questions, reread, then take notes on what we have reread in order to help us understand more of what we are reading. When I read for my classes in college, I always make sure that stop, ask myself questions, reread, and take some notes on what I reread. (Show t-chart that shows questions/notes column)
Teach (10-12 mins): Today I’m going to teach you that you need to stop and ask questions, then re-read to see if you can then answer the questions that you have. It is important to do this because we need to remember what we read after we are done reading. If we read without stopping to ask questions and take notes, then we might read a whole paragraph, and be confused about what we have read. Let me show you how I stop, ask questions, reread, and take some notes to answer my questions, and clarify what I have read. Here are the steps. Let’s begin by reading “Rocks” by Anna Prokos. Teacher reads aloud first paragraph of chapter 1. This paragraph had a lot of information. After reading, I feel a bit confused about what molten rock is. My first step is to stop. Now, I need to ask myself some questions. I’m wondering, “What is molten rock?”. Teacher writes question on chart. Now that I have my question, my next step is to reread and answer my own question. Let’s go back and re-read the paragraph. Teacher rereads paragraph aloud to students with a focus on my question. After rereading the paragraph, I know now that molten rock is hot liquid that has rocks and rock pieces in it. Did you notice how I reread, found the answers to my questions, and wrote them down?
Active Involvement (5-7 mins): Now, its your turn to try. I am going to give a book to each person. (I use leveled non-fiction readers for students). Right now you should read the first page of your book then stop and add any questions you have to your t-chart. Allow students a few minutes to complete this task. Now turn and tell your partner what questions you added to the chart. Students share out. Students will now return to their seats. When you return to your seats you should reread the text again and see if you can find the answers to the question you asked.
Independent Activity/Mid Workshop Interruption (5-7 mins): Students at their seats will reread the page and try to answer questions. I’m noticing that some of you are not rereading the entire page to answer your questions. We need to make sure that we are reading the entire page, so we will be able to find the answers to our questions. Sometimes if we stop before rereading the entire page we might miss part of the answers to our questions. Continue reading in your book to find more questions. Remember to reread the entire page to find answers to your questions.
Exit Slip: Teacher collects student t-charts to access which students mastered the concept and which students need remediation.
Reflection: This lessons hits on an important skill that students will need for the rest of their academic career. Asking questions is a great way to increase comprehension but more importantly the skill of notetaking is important for students to understand. If you have access to leveled non-fiction readers I found those to be helpful when students return to their seats to complete their own independent work.
|Questions to Understand Reading Activity||