We begin by looking at students’ homework. Students were asked to analyze a scenario of a student’s process in reading a non-fictional text and answering questions about the text. I gave students an opportunity to tell me what they thought of the student’s process. I approached homework in this way, because it gave students an opportunity to apply what they've learned. It also gave me an opportunity to assess whether or not students grasped how to apply the strategies while reading. For lesson purposes, I left out some things in the scenario in order for students to have to think and explain what was missing and what the student should have done. This also allows an entrance into students’ thought process.
Instead of modeling, students were given the opportunity to jump in and continue practicing using information from the text to answer questions about the text. To practice, I worked with small guided reading groups. I do a quick model for some groups; others I explain the task and let them work through the process. The approach depended on the need of the group. Students were given a short section to read from the anchor text of the week as well as a few questions to answer. This can be done very easily. Just take a section from a story your students are reading as a whole group, type the section up and make copies for each individual student. Students read the text and then take a look at the questions.
The goal is for students to look at words in the question that can be used to answer the question. For example, “Why was climbing Mt Everest such an enormous job for John Blank?” Students can pull Climbing Mt Everest was an enormous job. Once I model this for students, we talk about how to address the question once you've skimmed for your answer. Since this question is a why question, I tell students to look for the because while they are skimming. Here's what I mean; “Climbing Mt. Everest was an enormous job because…….. Before students get started, I tell students to remember to use their key words in the question to locate information to support their answer from the text. Now students practice using key words from the question to skim the text for evidence. Students continue to practice until they have answered all the questions. To end this session we go over answers and review the process of skimming and answering questions.
To recap, I ask some of the students to share their responses with the class explaining what clues helped them locate their information. I make sure students pay attention to the steps to skimming and then ask the class to explain how skimming helps them answer questions from the text. We refer back to the anchor chart to summarize what we've been doing.