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1. |
Choose
a text.
This strategy works well with both fiction and expository texts. |
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2. |
Explain
to students what they will be doing today as they read.
Say,
"We will each read the first sentence in the text silently. Then we
will take turns asking questions related to the sentence. You will ask
questions first, then I will ask questions. Try to ask the kind of
questions that a teacher might ask.”
Explain to students that
when they ask you a question, you will close your book. Likewise, when you
ask them a question, you would like for them to close their books. |
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3. |
Read
a sentence and have a student volunteer ask a question. |
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4. |
Answer
the question.
After doing so, talk about the kind of question that the student asked.
Following are different types of questions you and your students might
ask: |
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Read
the first sentence silently:
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“The science
of weather is called meteorology, and studying and forecasting weather is
the job of a meteorologist.”
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Student’s
question:
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What is the
science of weather called?
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Teacher’s
response and comments:
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The science of
weather is called meteorology.
One type of
question we can ask about a text is one for which the answer can be found
right there in the text. That is the kind of question you asked. Why is it
a good idea to sometimes ask questions about a text that have answers that
can be found right there in the text? (Engage in a brief discussion about
this.)
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Teacher’s
question:
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In what way
does the work that a meteorologist does help you and me?
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Student’s
answer:
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We know what
the weather is going to be like before the day begins, so we know how we
should dress and whether we should carry an umbrella with us.
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Teacher’s
comments:
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Good. Another
type of question we can ask about a text is one for which an answer
requires that we use information in the text combined with information in
our head. There was information in the sentence we just read to help
answer the question I asked. The sentence told us what meteorologists do.
But you also had to use information in your head to answer my question.
You had to think about how what meteorologists do helps us. Why is it a
good idea to sometimes ask questions about a text that require us to use
both information in our heads and information in the text to answer them?
(Engage in a brief discussion about this.)
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Read
the second sentence silently:
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“Meteorologists
not only study the causes of extreme weather, such as tornados and
hurricanes, but they also study ways to change the weather."
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Student’s
question:
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Have you ever
experienced a tornado or a hurricane?
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Teacher’s
response and comments:
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Yes, my family
once had to take shelter in our basement because there was a tornado
spotted in the area. Thankfully, the tornado did not do any damage or hurt
anyone.
One type of
question we can ask about a text is one for which the answer can only be
answered by information in our heads. That is the kind of question you
asked me. Why is it a good idea to sometimes ask questions that relate to
a text, but for which the answer cannot be found in the text? (Engage in a
brief discussion about this.)
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Teacher’s
question:
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What do you
think the text will tell us about next?
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Student’s
answer:
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The text will
probably talk about what it means when it says that meteorologists study
ways to change the weather.
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Teacher’s
comments:
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You used
information in the text and information in your head to answer my
question. Can you tell me why you think that that is what the text will
tell us about next?
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