Reading

Asking questions before, during, and after reading comes very naturally to skilled readers, but for struggling readers, this skill can be just the opposite.  Asking questions of varying depths is arguably the most important reading comprehension strategy we should teach and practice often with our students.  

 

WHY IS ASKING QUESTIONS AN IMPORTANT READING STRATEGY?

Asking questions helps students to:

• Set a purpose before reading and have a clear focus for diving into a text.
• Activate background knowledge before reading.
• Monitor their own comprehension and clarify any misunderstandings while reading.
• Make predictions before, during and after reading.
• Analyze and question the author through an internal dialogue with the author.
• Pave the road to use even more reading strategies that improve comprehension.  For example, asking questions during reading can help students draw conclusions, make inferences, or continually make predictions.
• See that one source might not have all the answers.  This helps them to realize that learning about a topic in depth can be a more complex process than just reading piece of text.  

Below are 5 ways teachers can practice the asking questions strategy with their growing readers.

1. TEACHER THINK ALOUD:
When reading aloud any piece of text, teachers can use a think aloud technique to model how good readers continually ask themselves questions before, during, and after reading.  This technique can be thoughtfully planned ahead before implementing, but is also effective to demonstrate often with any piece of text read aloud in class.

2. PICTURE WALK & RECORD:
Either use pictures from the text, or find relevant photographs on the topic, to use for students to generate questions.  This helps students set a purpose for reading with authentic questions.  It allows them to hear and learn from their peers as well, creating a collaborative and free space for learning to take place.  

3. STICKY NOTES/MARGINS:
Before, during, and after reading, encourage students to generate their own questions.  They can record their questions in the margins on a printed text, or on sticky notes.

Teachers can also have students place these questions onto a collaborative anchor chart.  They can be left as is, or sorted through a class discussion into specific categories, such as:

• “Thin”, factual questions vs. “Thick”, inferential questions.
• The 4 QAR categories (see more on this strategy below): In the Text (Right There, Think & Search) vs. In My Head (Author & Me, On My Own)

One way students can record their own thinking on sticky notes is using these reading strategy bookmarks. The front side is a reference for the reading strategy and the backside is where students record their thinking.

4. INDEPENDENT READING RESPONSE:
Offering multiple ways that students use reading strategies independently can keep students engaged and help reach the many types of learners in a classroom.  Besides the sticky-notes strategy above, graphic organizers can be a very powerful tool for students to use while reading fiction or nonfiction.  

Below is also an example of an asking questions reading comprehension strategy craft.  It is similar to a traditional graphic organizer, but the format reaches hands-on learners.  

5. QAR STRATEGY:
Question-Answer Relationships (QAR) is a research-based strategy developed by literacy and reading expert, Taffy Rafael.  Its purpose is to help students become active and strategic readers.  Students learn the different types of questions that they can either ask themselves as they read, or be asked by a teacher/on an assessment.  This helps students become more comfortable with locating necessary information to answer any question that they have or that has been posed to them.

QAR breaks down questions into 4 categories:
In the Text:
1. Right There
2. Think & Search

In My Head:
1. Author & Me
2. On My Own

Understanding question-answer relationships teaches students what types of thinking is required to answer different levels and types of questions. With QAR, students practice generating and answering questions that can be found directly in the text, interacting with the text, or independent of the text.  While reading independently or in small groups, students can record their questions for each category on sticky notes.  These could be used for a class anchor chart, or for their own record (such as using the interactive reading strategies bookmarks seen below).

They can also independently record their QAR questions directly into reader’s notebooks, or into a graphic organizer like the ones seen below (traditional or lift the flap).

 

Using prior knowledge is an essential strategy for reading comprehension.  The more knowledge students have on a topic, the easier it will be for them to understand, and make connections to, new texts.  Prior knowledge is also part of the building blocks for more difficult reading strategies, such as making inferences.

Below are 8 ways you can teach and practice the using background knowledge reading strategy in your classroom

1. COLLABORATIVE CLASS VISUAL:
Having group/class discussions along with some kind of recording visual is a great way to access background knowledge before reading.  You can switch up your visuals, as a basic KWL chart can only be engaging so many times.  One great way to build background knowledge is to first draw a shape that represents what you are learning about on an anchor chart or on the white board.  For example, when reading a book about ants, I would draw an ant with 3 large body parts.  Each student gets a post it to record what they already know about ants in the first segment, questions they have in the second segment, and what they learn in third segment.  I would then have some students share their post-its and then quickly go through any non-repeats we might have as part of a class discussion.  

Another, even simpler, way to do this is to just have students fill in their background knowledge on the entire picture.  After reading, we could go back to this visual with new information.  I might place a post it on each of the legs of the ant with questions we have or new pieces of information that we learn.  

2.  BUILD ON SMALLER TOPICS WITHIN ONE BROAD TOPIC:
To continue building background knowledge in students, I find it effective to stick to texts on one broad topic.  For example, after reading a text on ants I would focus on another insect.  Bees would be the next insect I would read about as they have similarities to ants in how they work in a colony, etc.  This helps students continue to build more knowledge and vocabulary, as well as make deeper connections.  

3. CLASS GALLERY WALK:
This works especially well for a larger unit.  The teacher chooses different sub-topics to write on chart paper along the wall.  For example, if you were preparing for an insects unit you could write body parts, types of insects, fireflies, bees, etc.  Each student gets to walk around with a marker (or pencil) and fill in information they already know about these sub-topics.  A more organized way to do this is to have students rotate to each chart in groups of 3-4 students.  They can choose one group member to write on the chart while discussing. You can also build off of this gallery walk throughout the unit or at the end, placing the charts back up on the walls for students to add information.

4. PICTURE WALK:
This simple activity works for texts that include visuals, such as photos or illustrations.  As you reveal each page of a picture book, discuss background knowledge, student connections, and predictions they have as to what is happening or what the book is about.

5. DISPLAY STRATEGY VISUALS:
Reading strategy posters are such an important reference to have on the walls of a classroom filled with growing readers.  One example of how to display these can be seen in the reading strategies word wall below.  One strategy can be highlighted at a time in a larger anchor chart.

All of the information found in the anchor chart is also on a background knowledge bookmark that readers use independently.  The back of the bookmark has a place for students to record how they use the strategy on sticky notes.  

6. PROVIDE REALIA OR VISUALS & DISCUSS:
I especially like to do this with text heavy articles or books.  I will find images about a topic and place them on a PowerPoint Presentation, but you could also print out visuals to discuss.  This is especially helpful for ELLs.   

Providing visuals and realia also lends itself to having students ask questions, so you could record questions that come up during the discussion.  This helps set authentic purpose for reading, and you can refer back to the questions during and after reading. 

7. FRONTLOAD WITH LOWER LEVELED TEXTS:
Along the same lines providing visuals, reading a picture book or text with a lower readability on a topic we are going to read a more difficult book on can be extremely beneficial in building background knowledge.  Frontloading, or pre-teaching, information in guided reading groups can prepare students for reading a more challenging text in a whole class setting. This is also a very helpful strategy for reading with ELLs.  

8. INDEPENDENT PRACTICE:
Beyond supporting students in accessing their prior knowledge on a topic, students then need to practice engaging in this strategy completely on their own.  Graphic organizers are helpful for students to take ownership of their individual thinking and learning.   

Another idea for a way that students can practice showing their thinking and visually see the importance of building background knowledge are through these background knowledge crafts.

Reading nonfiction texts can be overwhelming for students, especially when it comes to a topic they are unfamiliar with at a reading a level that is even slightly above theirs.  With a push to read more and more nonfiction from lower grade levels, it is important that we set our students up for success with nonfiction reading.  

Below are 3 strategies to teach and practice with our students in order to make them strong, independent nonfiction readers.  

1. TEACH & PRACTICE NONFICTION TEXT FEATURES
Text features can be found in just about every nonfiction text you read, so it is something that you can easily review all year long.  

When introducing text features, I first go through a chart of different text features and visuals of each with my students.  

I like to choose a nonfiction book that is very text feature heavy that is on a topic that students are already familiar with. I model doing a picture walk focusing on browsing for text features.  We use a text features “read and record” graphic organizer to check off which text features we have found in that book and how each one is helpful to our reading comprehension of the main body of text.  

To practice text features, I have students do a text feature gallery walk of numbered nonfiction texts.  I spread out the number of students to books and let students walk around with their nonfiction text features checklists.  You can have the titles pre-written in for them, or just have them write the titles as they do the gallery walk.  Then, they check off each text feature they see.  This allows them to practice this with about 20 books – depending on the number of students in your class.  I like to have my students do this independently, but this could easily be an activity done in partners.Throughout the year, I look for ways to apply this knowledge in new nonfiction texts that we read. I find if we are reading a nonfiction text that does not have any headings, subheadings, captions, glossary, etc. that this offers a great opportunity for students to apply their text feature knowledge.  Students can create their own text features, writing their own headings/subheadings, drawing and labeling a diagram, writing a caption, and so on.  I also keep text features puzzles available for early finishers or for a reading center. You can read more ways I teach nonfiction text features here.

2. TEACH & PRACTICE NONFICTION TEXT STRUCTURE
Text structure is how the text is organized by the author. When students are aware of the structure of the text they are reading, it is easier for them to navigate the text and make predictions about the text, therefore increasing their comprehension.  

When introducing a specific text structure, I like to begin with a poster that gives an explanation, clue words, a visual graphic, and an example.  I have students help me to flag the key words or phrases in the example.  I will then put up a new passage or paragraph that shows that text structure.  I like to go through and highlight the signal words, or “clue words”, with the students.  

Then, I have students diagram the text structure of the book with me.  We create a visual graphic organizer for each type of text structure.

Lastly, students independently diagram their own nonfiction text structure.  This is something I will repeat with the whole class, or in guided reading groups throughout the year.  The nonfiction text structure poster stays up all year in my classroom as a reference.

3. TEACH & PRACTICE READING COMPREHENSION STRATEGIES
Teaching and practicing reading comprehension strategies throughout the year with both fiction AND nonfiction texts is crucial for fostering independent comprehension.  I follow the 7 Keys to Comprehension (Susan Zimmerman) in my classroom.  The 7 strategies included are:

1. Visualize
2. Use Background Knowledge
3. Make Inferences & Predictions
4. Ask Questions
5. Determine Importance
6. Synthesize Information
7. Monitor Comprehension

I like to teach one strategy at a time, while continuing to build on each strategy that has been introduced throughout the school year.  I have posters up with a visual and brief description of each strategy. 

Graphic organizers are a huge part of how I teach and practice these reading comprehension strategies with my students.  They are great supports for all learners and they are so versatile in how they are used.  I use them whole class and in small groups until students are comfortable with them, and then eventually students are able to use them completely independently.  I love that they allow students freedom to organize their thoughts in their own words and in their own unique way.

The resources pictured can be found in my TpT shop! Click on the covers below to check them out!

 

As adults, we often walk into a bookstore with a certain genre we are ready to peruse the aisles for in order to find our next read.  Would your students be able to do the same? Are they able to identify their favorite genre as historical fiction, fantasy, mysteries, etc?  

Students with strong genre knowledge are able to better comprehend books they are reading based on their previous experience within the same genre.  When picking up a mystery to read, they can prepare to navigate clues in order to make predictions for the solution.  With a science fiction novel, they can expect to be taken away to an exciting future with scientific and technological advances.  This genre background knowledge helps them to make connections, and ultimately comprehend, a new book of the same genre.  

Teachers know the importance of exposing students to both fiction and nonfiction texts.  However, it is also important to take it a step further and also expose students to all kinds of genres within those two categories.  The easiest way to do this is to provide books for them to explore in different genres either as a whole class or in a classroom library for independent reading.  

Below are 5 ways to teach genres directly and indirectly:

1. Set up a classroom library with tons of genres.  It helps to have the books organized by genre with library labels.  

2. Have student friendly definitions of each genre somewhere that your students have access to them.  I like to use this genre word wall display, but you could also just list each genre with its definition on a poster or anchor chart paper.   

3. When doing a read aloud, or guided reading, be sure to identify the genre when introducing the book.  You can use an anchor chart that explains the elements of the genre in order to discuss why this book fits into its genre.  As students become more familiar with the elements that make up each genre, this is something you can ask them to help you to figure out from the title and brief summary on the back of the book before reading.

4.  Allow students to see trends in genres they are gravitating to in independent reading.  This can also encourage them to step outside of their comfort zone.  There are many ways you can do this.  One way I like to do this is having a genre accountability clip chart for independent reading.

I have also seen teachers attach chalk board paper below genre vocabulary cards for students to write their names under which genre they are currently reading.  The photo below shows how @mrsmac4thandgoal sets this up in her classroom.

5. It is important to have ongoing genre identification practice.  Some ways to do this:

• Genre sort – You could use pictures of books, such as from a Scholastic book order.  You could also have students sort books into your classroom library if it is organized by genre.
• Genre Graphic Organizers – These are great to use for ongoing genre practice during a whole class read aloud, guided reading, or independent reading.  I like to have students use these during independent reading after moving their clip to their current genre on the accountability clip chart above.  I have a bin organized by genre that is easy for students to grab from (see below).

• Genre puzzles – This is an easy center to set up once and forget about.  I love using puzzles for vocabulary practice, because they allow students to practice the same terms over and over.  

All of these resources can be found in my TpT shop by clicking on the covers below:

      

They are also all included in a discounted bundle!