Comprehension Strategy Instruction: Questioning

Providing learners with a solid armory of reading strategies is a good way to help them build better reading comprehension. The teacher will model how to use a questioning checklist to better understand what she is reading. Pupils will then practice this skill through independent reading and guided practice. A questioning checklist, "I Wonder" bookmark, and "I Wonder" statement sheet is included. These are great tools that can be applied to both fiction and non-fiction texts.

3rd - 5th English Language Arts 153 Views 897 Downloads
Resource Details

Subjects
English Language Arts
1 more...
Resource Type
Lesson Plans
Instructional Design
Modeling
Duration
2 hrs

Be the first to comment


Join Lesson Planet Community, our free teacher discussion forum, to share ideas about this resource, and more.

Join the Conversation

What Members Say


Lynn C.
Lesson Planet helps me to customize my curriculum to meet the needs of my mostly ESL, international students. I must orient each lesson to as many as 3 different national curricula (since my students return to their home countries after 1-3 years), while remaining true to the Estonian national curriculum (since I teach in an Estonian Gümnaasium). In other words there is no textbook for me in English. I refer to an Estonian-language math text, for instance, and this year would access the Pakistani national curriculum, as well as the Nebraska curriculum, plus Latvian and Lithuanian textbooks, and reconcile them ALL with the Estonian book! THEN thanks to Lesson Planet, I would find introductory sheets explaining and illustrating the terms to be used, plus inductive practice sheets to accompany my hands-on approach (I use less language and more objects to help overcome the language barriers). Thanks to Lesson Planet, for instance, I have learned to use divided-area models to teach the distributive property with 2 colors of base-ten blocks, AND have been able to find worksheets to accompany this lesson, enabling me to effortlessly bridge the gap between the hands-on activities and the algorithms they were modelling.
Lynn C., Teacher
Wakefield, RI