"Skimming the Surface" Skimming to Answer Questions Explicitly from the Text
Lesson 2 of 5
Objective: SWBAT use key words from the question to help them locate information within the text to answer questions about the text.
So how do we find evidence to answer a question? We SKIM the text! I wanted to show students the strategy of identifying key words in a question as a guide to skim the text. I explained to students that identifying and using the key words sets a purpose to read or in this case, skim the text to find evidence for their answers. We take another look at the question that was used in the hook as well as some key words. This time I highlighted words that are key to answering the question. I asked students to tell me why they think I highlighted these words. A few kids comment, mostly saying they are clues which is what I was hoping. Then, I asked students to think about what we can do with these words. After listening to students' responses I explained to students that I will go back in the passage and only look or skim for the clue words I identified in the questions. Before I begin, I review with students that we should summarize quickly what the passage was about to get a better understanding of the text. I remind students that good readers summarize while they are reading. I model for students my method of going back to the text. I think aloud so students can follow my thought process. As I come to a clue word, I look back at the question to see if the information will help me. I asked the students what they think about the information. Finally, I underline the information that will help me answer the question.
Using leveled passages from the leveled readers students began using in the previous lesson, I took several small sections from the text and created a document that students could look at on their desk tops. This allowed them to highlight the text evidence they found using the key words in their skimming. During this time, I met with small groups of children. Each group I met with was given a short passage from their leveled readers and a question to answer. For my emerging reading group, I modeled the process again and then had them work with a partner to highlight key words and then skim the text to cite evidence to answer their question. I encouraged students to keep looking at the question to aid in their search. When students came to a clue word, they read the information and then looked back at the question. If the information was evidence, they underlined it. We then discussed students findings as a group and I scaffold as needed. Students then worked to find evidence for another question on their own. Afterwards we recapped the process. For my groups that did not need as much scaffolding, they worked together as a group first to find text evidence using key words from the question. After discussing the process with them again, they finished up by looking for evidence on their own.
I like to close out the lesson by coming back together as a whole group. We revisited the strategy one more time just for clarity. To assess students ability to express the process, I asked students to answer a question from one of the sections in the anchor text "The Albertosaurus Mystery" by T.V. Padma. Students were asked to skim the surface for their answer. I reviewed their answers and returned them to students the next day for a new discusssion.