LESSON TWO: During Reading Strategies (Prediction, Self-Question, and Correct)
LESSON DESCRIPTION
During reading, develop and apply strategies to predict, self-question, and correct.
GRADE-LEVEL EXPECTATIONS
R1G During reading, utilize strategies to self-question and correct, infer, visualize, predict and check using cueing system for meaning, structure, and visual.
LESSON MATERIALS
§ Source of Literature
o None
§ Supplies
§ Handouts provided
o Formative Assessment for Lesson Two
§ Words to know
o cueing systems
o infer
o predict
o visualize
For homework, students use their social studies or science texts and rewrite headings and subheadings to generate “prediction” questions. Scoring guide provided.
LEARNING ACTIVITIES
1. Display the quotation, “I have no special talents, I am passionately curious”, Albert Einstein. In small groups discuss the meaning of this quotation, and how curiosity helps readers make sense of difficult text.
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for Students |
Who is Albert Einstein? How did his curiosity cause him to become a great scholar? How can generating questions help you to become a better reader and scholar? Can you think of a time when questioning helped you understand a concept? |
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Strategy |
Generating questions propel students into the study of complex matter, making the study more personal to them. As they question and search for answers, concepts become clearer. Unanswered questions and concepts yet confusing will lead them to further questioning in a continual self-monitoring quest for understanding. |
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Idea |
Questioning to understand: I wonder…: I was confused when…: how could that be?... why do you think?...; who, what, where, why?...etc. |
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Idea |
Online reading web sites with research-based reading strategies: www.reading.org, www.scholastic.com , http://curry.edschool.virginia.edu/go/readquest |
2. Lead the students through a section of difficult textbook reading, modeling questioning as comprehension becomes clearer. First, model changing headings and subheadings into questions. Predict answers. As you begin reading from the text, model “prediction” questions. Read on to answer those questions, revising and formulating more as you proceed.
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Idea |
Step in at this point if the concept is still unclear to explain or assign further reading. As you write questions on the overhead, ask students to copy them, leaving room for answers. Predict answers to questions first, and then answer them as they progress through the reading together. Mark unanswered questions with a “?”. Mark questions that are confusing with the word “huh”? Revise questions that no longer apply. |
3. Continue the same activity in pairs, rewriting headings and subheadings as questions, generating “prediction” questions, continuing to read on to find answers to their own questions. Change questions that are no longer relevant.