asking and answering questions...bereiter, 1985). for interventions focused on asking and answering...

Copyright © 2016

The Enhanced Learning Maps resources, products, graphs, and structures, including node names,

descriptions, and connections, have been developed by the Achievement and Assessment Institute and

are copyrighted by the University of Kansas Center for Research. Learning map information is available

for use by educators but may not be used for commercial purposes (including being shared without

cost when bundled in a commercial transaction) without written permission. Enhanced Learning Map

nodes and connections may not be altered by anyone other than the staff of the Achievement and

Assessment Institute at the University of Kansas.

ASKING AND ANSWERING QUESTIONS

RI.3.1. Ask and answer questions to demonstrate understanding of a text, referring

explicitly to the text as the basis for the answers.

CONTENTS

TEACHER NOTES

A brief discussion describing the progression depicted in the Learning Map Tool documents with research-based recommendations for focusing instruction to foster student learning

LEARNING MAP TOOLS

FOR LESSONS 1–3

An overview of the standards, the learning map section, and the nodes addressed for each lesson

INSTRUCTIONAL ACTIVITIES

FOR LESSONS 1–3 Detailed walkthroughs of each lesson

STUDENT HANDOUTS FOR

LESSON 1 & LESSON 3 Handouts for students to complete during the Instructional Activities

1

The Enhanced Learning Maps resources, products, graphs, and structures, including node names, descriptions, and connections, have been developed by the Achievement

and Assessment Institute and are copyrighted by the University of Kansas Center for Research. Learning map information is available for use by educators but may not be

used for commercial purposes (including being shared without cost when bundled in a commercial transaction) without written permission. Enhanced Learning Map nodes

and connections may not be altered by anyone other than the staff of the Achievement and Assessment Institute at the University of Kansas.


TEACHER NOTES

RI.3.1, Lessons 1–3

This lesson set includes the following documents:

Learning Map Tools (Lessons 1–3)

Instructional Activities (Lessons 1–3)

Student Handouts (Lessons 1 and 3)

In these lessons, students will learn how to ask and answer questions to demonstrate understanding of an

informational text. The students will also learn how to refer back to the text to generate and answer

questions. As students proceed through the activities, they will progress from understanding the various

strategies used to produce questions to answering questions by referring to an informational text. The

activities guide students through producing and answering questions using different strategies and source

types.

HOW STUDENTS DEVELOP THE SKILL

Instruction on the process of producing and answering questions improves student learning. By modeling

effective questions (for example, “What is the author saying about the topic?”), teachers help students acquire

a deeper understanding of the information presented in the text (Graesser, Ozuru, & Sullins, 2009). To ask

productive questions, students must determine what kinds of questions to ask and when they have located all

of the information needed to satisfy their questions (Mills, Legare, Bills, & Mejias, 2010; Mills, Legare, Grant,

& Landrum, 2011). However, elementary students tend to stop asking questions when they have gathered

some, but not enough, of the desired information, resulting in lower comprehension about the topic (Klahr &

Chen, 2003). Yet when students do ask enough questions, they are more successful in locating the

information needed to answer their questions (Mills et al., 2010). With age, students produce more effective

questions and are better able to differentiate between effective and ineffective questions (Mills et al., 2010;

Mills et al., 2011). The most successful prompts in helping students produce good questions are signal words

(for example, what, who, where, how, why), generic question stems (for example, “How are A and B similar?”

and “What caused A to occur?”), and generic questions (for example, “What is the topic of the text?” and

“What is the main idea of the text?”; Rosenshine, Meister, & Chapman, 1996).

To answer a question, students must identify the kind of information the question is seeking and locate the

correct information in an informational text (Guthrie & Mosenthal, 1987). When teachers model and provide

reminders about this search process, the ability of elementary and middle school students to answer questions

successfully improves (Dreher & Brown, 1993; Symons, MacLatchy-Gaudet, Stone, & Reynolds, 2001).

Additionally, reminding students to use text features (such as the index, table of contents, and headings) when

locating information in an informational text helps elementary students answer questions (Kobasigawa, 1983;

Kobasigawa, Lacasse, & MacDonald, 1988). Modeling how to produce and answer questions can help

2





students learn the desired information on a topic more efficiently (Dreher & Brown, 1993; Graesser et al.,

2009; Symons et al., 2010).

LEARNING MAP SKILL PROGRESSION

The learning map tool for this sequence of lessons reflects how students develop the ability to ask and answer

questions about informational texts. Before producing questions about informational texts, students initially

need to DETERMINE THAT INFORMATION IS NEEDED TO ANSWER A QUESTION and to IDENTIFY THE DIFFERENT

INFORMATION SOURCES USED TO ANSWER A QUESTION. Then, students need to DETERMINE IF THE SOURCE

OF INFORMATION NEEDED TO ANSWER A QUESTION IS INFORMATION FROM THE TEXT or PERSONAL

KNOWLEDGE. The identification of the source will influence the specific questions students will eventually ask.

To become comfortable asking questions, students first GENERATE QUESTIONS ABOUT AN INFORMATIONAL

TEXT USING A VARIETY OF QUESTION-GENERATING APPROACHES. When students become comfortable using

the various question-creating strategies, they combine this skill with the ability to identify the information

source that answers the question to GENERATE QUESTIONS THAT HAVE ANSWERS BASED ON INFORMATION

EXPLICITLY STATED IN A TEXT and QUESTIONS THAT HAVE ANSWERS BASED ON PERSONAL KNOWLEDGE. At

this point, students have the ability to ask simple questions about informational texts. As understanding of

informational texts increases, students’ questions gradually become more complex. First in this progression,

students learn how to GENERATE SURFACE-LEVEL QUESTIONS ABOUT AN INFORMATIONAL TEXT. As they

become more skilled at asking questions about informational texts with obvious answers, students begin to

ASK WHO AND WHAT QUESTIONS. Next, students ASK SIMPLE QUESTIONS ABOUT CONCRETE DETAILS and

WH-QUESTIONS ABOUT DETAILS IN AN INFORMATIONAL TEXT. Last, students ASK QUESTIONS ABOUT KEY

DETAILS and WH-QUESTIONS ABOUT KEY DETAILS IN AN INFORMATIONAL TEXT. At this stage, students are able

to ask most questions about explicitly stated information in an informational text.

To answer questions about informational texts, students proceed through steps similar to those for asking

questions. To begin answering questions, students DETERMINE IF THE SOURCE OF INFORMATION NEEDED TO

ANSWER A QUESTION IS INFORMATION FROM THE TEXT or PERSONAL KNOWLEDGE. Understanding which

information source is needed to answer a question determines the route students take in answering the

question. If questions have answers that require information from students’ own knowledge, students will

ANSWER QUESTIONS USING PERSONAL KNOWLEDGE OF A TOPIC. However, if questions have answers that

require information from a text, students will first LOCATE THE ANSWER TO A QUESTION IN AN

INFORMATIONAL TEXT and then ANSWER QUESTIONS USING INFORMATION EXPLICITLY STATED IN A TEXT.

Upon the acquisition of these skills, students have the ability to answer questions concerning information

explicitly stated in informational texts. Students begin by answering simple questions and then they gradually

answer questions requiring more complex information. First in this progression, students ANSWER WHO AND

WHAT QUESTIONS ABOUT A FAMILIAR INFORMATIONAL TEXT and WHO AND WHAT QUESTIONS ABOUT AN

INFORMATIONAL TEXT. Then they ANSWER SIMPLE QUESTIONS ABOUT CONCRETE DETAILS and WH-

QUESTIONS ABOUT DETAILS IN AN INFORMATIONAL TEXT. Next, students learn how to ANSWER QUESTIONS

ABOUT KEY DETAILS and WH-QUESTIONS ABOUT KEY DETAILS IN AN INFORMATIONAL TEXT. Last, students

ANSWER QUESTIONS BY REFERRING TO AN INFORMATIONAL TEXT. These questions require students to return

to the text to identify the information or details needed to answer the question.

3





BEST INSTRUCTIONAL PRACTICES FOR THE SKILL

The activities in these lessons introduce students to asking and answering questions about an informational

text. Modeling learning behaviors can help improve student performance (Davey, 1983). In think-alouds,

teachers verbalize their own thoughts while reading to model various strategies that skilled readers typically

use. The teacher highlights the methods that can be used to resolve comprehension difficulties. In Lessons 2

and 3, a think-aloud is used related to asking and answering questions is the Question Answer Relationship

(QAR; Raphael & Au, 2005). QAR is a framework teachers can use to model how to ask and answer

questions while reading a text. In QAR, teachers initially focus on the two major information sources used to

ask questions when reading: the text itself and background knowledge on the topic. Teachers emphasize how

questions are different depending on whether the answer is located in a text (In the Text questions) or in the

students’ background knowledge (In My Head questions). Second, teachers explain and model specific

strategies for asking questions using each type of information source. When students feel confident about

their ability to ask and answer questions based on either source type, teachers introduce additional question

types within the In the Text and In My Head categories. Teachers require students to locate a single detail in

the text to ask or answer Right There questions or to locate multiple details in the text to ask or answer Think

& Search questions. On My Own questions ask students to use only their background knowledge to ask or

answer questions and Author & Me questions ask students to use both the text and their background

knowledge.

When teachers combine think alouds and shared language with the QAR method, students have shown

improvements in reading comprehension (Leu & Kinzer, 2003; Raphael & McKinney, 1983; Raphael &

Pearson, 1985; Raphael & Wonnacott, 1984). In addition to modeling the various question-asking processes,

using procedural prompts to represent possible question formats can improve comprehension (Scardamalia &

Bereiter, 1985). For interventions focused on asking and answering questions, the most effective method

involved using procedural prompts and cue cards (for example, signal words, generic question stems, and

generic questions), teacher modeling, guided student practice, and constructive feedback (Rosenshine,

Meister, & Chapman, 1996). Modeling various question asking strategies—beginning with wh-question

words, using generic question stems, turning titles and headings into questions, asking about illustrations, and

asking for more information—show students how to produce questions and what questions can be asked

(Raphael & Au, 2005; Rosenshine, Meister, & Chapman, 1996). Question cards providing the various

question-creating strategies can provide students easy access to the strategies as they watch the teacher model

the process and as they produce questions on their own (Florida Center for Reading Research, 2007). In

summary, the QAR strategy along with procedural prompts have been shown to help teachers model the

question asking and answering process and students learns how to ask and answer questions about an

informational text.

4





BIBLIOGRAPHY

Davey, B. (1983). Think aloud: Modeling the cognitive processes of reading comprehension. Journal of Reading,

27(1), 44–47.

Dreher, M. J., & Brown, R. F. (1993). Planning prompts and indexed terms in textbook search tasks. Journal of

Educational Psychology, 85(4), 662–669. doi:10.1037/0022-0663.85.4.662

Florida Center for Reading Research (2007). Grades 2-3, Student Center Activities – Monitoring for

Understanding.

Graesser, A., Ozuru, Y., & Sullins, J. (2009). What is a good question? In M. G. McKeown & L. Kucan

(Eds.), Bringing reading research to life (pp. 112–141). New York: The Guilford Press.

Guthrie, J. T., & Mosenthal, P. (1987). Literacy as multidimensional: Locating information and reading

comprehension. Educational Psychologist, 22(3-4), 279–297. doi:10.1080/00461520.1987.9653053

Klahr, D., & Chen, Z. (2003). Overcoming the positive-capture strategy in young children: Learning about

indeterminacy. Child Development, 74(5), 1275–1296. doi:10.1111/1467-8624.00607

Kobasigawa, A. (1983). Children’s retrieval skills for school learning. Alberta Journal of Educational Research,

29(4), 259–271.

Kobasigawa, A., Lacasse, M. A., & MacDonald, V. A. (1988). Use of headings by children for text search.

Canadian Journal of Behavioural Science, 20, 50–63.

Leu, D. J., & Kinzer, C. K. (2003). Effective literacy instruction: Implementing best practice K–8 (5th ed.). Upper

Saddle, NJ: Pearson Education.

Mills, C. M., Legare, C. H., Bills, M., & Mejias, C. (2010). Preschoolers use questions as a tool to acquire

knowledge from different sources. Journal of Cognition and Development, 11(4), 533–560.

doi:10.1080/15248372.2010.516419

Mills, C. M., Legare, C. H., Grant, M. G., & Landrum, A. R. (2011). Determining who to question, what to

ask, and how much information to ask for: The development of inquiry in young children. Journal of

Experimental Child Psychology, 110(4), 539–560. doi:10.1016/j.jecp.2011.06.003

Raphael, T. E., & Au, K. H. (2005). QAR: Enhancing comprehension and test taking across grades and

content areas. The Reading Teacher, 59(3), 206-221. doi:10.1598/RT.59.3.1

Raphael, T. E., & McKinney, J. (1983). An examination of fifth- and eighth-grade children’s question-

answering behavior: An instructional study in metacognition. Journal of Reading Behavior, 15(3), 67–86.

doi:10.1080/10862968309547490

Raphael, T. E., & Pearson, P. D. (1985). Increasing students’ awareness of sources of information for

5





answering questions. American Educational Research Journal, 22(2), 217–235.

doi:10.3102/00028312022002217

Raphael, T. E., & Wonnacott, C. A. (1984). Heightening fourth-grade students’ sensitivity to sources of

information for answering comprehension questions. Reading Research Quarterly, 20(3), 282–296.

doi:10.2307/748019

Rosenshine, B., Meister, C., & Chapman, S. (1996). Teaching students to generate questions: A review of the

intervention studies. Review of Educational Research, 66(2), 181–221. doi:10.3102/00346543066002181

Scardamalia, M., & Bereiter, C. (1985). Fostering the development of self-regulation in children’s knowledge

processing. In S. F. Chipman, J. W. Segal, & R. Glaser (Eds.), Thinking and learning skills: Vol. 2.

Research and open questions (pp. 563–577). Mahwah, NJ: Lawrence Erlbaum Associates.

Symons, S., MacLatchy-Gaudet, H., Stone, T. D., & Reynolds, P. L. (2001). Strategy instruction for

elementary students searching informational text. Scientific Studies of Reading, 5(1), 1–33.

doi:10.1207/S1532799XSSR0501_1

Wiggins, G. P., & McTighe, J. (2005). Understanding by design. Alexandria, VA: Association for Supervision and

Curriculum Development.

1


and Assessment Institute and are copyrighted by the University of Kansas Center for Research. Learning map information is available for use by educators but may not

be used for commercial purposes (including being shared without cost when bundled in a commercial transaction) without written permission. Enhanced Learning Map

nodes and connections may not be altered by anyone other than the staff of the Achievement and Assessment Institute at the University of Kansas.

ASKING QUESTIONS

LEARNING MAP TOOL

RI.3.1, Lesson 1

STANDARD

ELA.RI.3.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text

as the basis for the answers.

*See saved view ELA.RI.3.1 Lesson 1 in the Learning Map software.

2


and Assessment Institute and are copyrighted by the University of Kansas Center for Research. Learning map information is available for use by educators but may not

be used for commercial purposes (including being shared without cost when bundled in a commercial transaction) without written permission. Enhanced Learning Map

nodes and connections may not be altered by anyone other than the staff of the Achievement and Assessment Institute at the University of Kansas.

Node Name Node Description

USE WH-QUESTION WORDS TO PRODUCE COMPLETE SENTENCES

ABOUT CONCRETE OBJECTS OR EVENTS

Begin complete sentences with wh-question words to produce questions (“Where are you going?”; “What is she playing?”).

ASK SIMPLE QUESTIONS ABOUT CONCRETE DETAILS IN AN

INFORMATIONAL TEXT Ask questions about the key details of an informational text.

ASK WH-QUESTIONS ABOUT KEY DETAILS IN AN INFORMATIONAL TEXT Ask questions using who, what, where, when, why, and how about the key details of an informational text.

ASK QUESTIONS ABOUT KEY DETAILS IN AN INFORMATIONAL TEXT Produce questions about the meaning of specific key details in an informational text.

ASK WHO AND WHAT QUESTIONS ABOUT A FAMILIAR INFORMATIONAL

TEXT Ask who and what questions about concrete details in a familiar informational text.

ASK WHO AND WHAT QUESTIONS ABOUT AN INFORMATIONAL TEXT Ask who and what questions about concrete details in an informational text.

ASK WH-QUESTIONS ABOUT DETAILS IN AN INFORMATIONAL TEXT Ask wh-questions about the details in an informational text.

GENERATE SURFACE-LEVEL QUESTIONS ABOUT AN INFORMATIONAL

TEXT Generate surface-level questions about the information and details explicitly stated in an informational text.

GENERATE QUESTIONS THAT HAVE ANSWERS BASED ON INFORMATION

EXPLICITLY STATED IN A TEXT

Generate questions that have answers based on the information explicitly stated in a text, such as In the Text (or Right There) and Think and Search questions.

GENERATE QUESTIONS ABOUT INFORMATIONAL TEXT USING

DIFFERENT QUESTION-GENERATING APPROACHES

Produce questions about the information in an informational text using a variety of question-generating approaches, such as asking wh-questions, using generic question stems, turning titles into questions, and asking questions about illustrations.

1





ASKING QUESTIONS

In this lesson, students will learn how to create questions about an informational text.

RI.3.1. Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as

the basis for answers.

Students will need to be familiar with

Informational texts

Wh-words

Titles

Headings

Illustrations

Prepare a list of high-quality In the Text and In My Head questions by using the question-creating approaches

listed below in and the lesson’s informational text. Be sure to create one question for each

prompt on the question cards.

In the Text and In My Head questions are not introduced until

Lesson 2, but creating questions that fit these categories will make Lesson 2

easier.

In the Text: The main source of information used to answer this type of

question is the text.

2





In My Head: The main source of information used to answer this type of

question is personal knowledge.

QUESTION CARDS

Baggies or paperclips for storing question cards

A class set of an informational text (such as a textbook passage, book, or magazine article)

Scissors

Blank paper

Begin by stating the goal of the lesson: Students will learn how to create questions about an informational text. Teach the approaches for creating questions when reading an informational text. Start questions with wh-words (who, what, when, where). Use generic stems question starters, for example, “Who did…?”; “What caused …?”; “Why is

…?”; “What happened before/after…?”). Turn titles and headings into questions. Ask questions about illustrations. Ask questions when you want to know more.

After teaching the question-creating approaches, provide time for each student to cut out the question cards. The question cards are a tool to help students use the question-creating approaches.

As you preview the lesson’s informational text, use your prepared list of questions to model the process of pulling a card from the deck and creating a question from the question starter on the card.

Write your question on the board. Ask students to try to create a question like yours but with their

own content. (Give them the option of writing your question if they have trouble using their own

content.) Discuss the components of your question that make it a high-quality question. Model this

process a few times, asking students to share their questions after each round.

3





When it seems like students understand the process, ask them to use the question cards to write new

questions on their own. Circulate and check for understanding as students create questions.

Watch for common mistakes or misconceptions, and redirect or reteach as needed.

Determine if students can



4





As you circulate, share strong student questions and explain what makes them strong examples. When individual practice is over, call on students to share their questions. To close the lesson, ask students to turn to a neighbor and share which approach was their favorite and which was their least favorite and why. Then ask them to hand in an exit slip identifying their favorite and least favorite approach. Collect or ask students to save the question cards and their question lists for the next lessons. The question lists will be used again in Lesson 2, and the question cards will be used again in Lesson 3.

For a discussion of the research that supports this instructional model, see the TEACHER NOTES for this lesson set.



:


Copyright © 2016 by The University of Kansas 1

QUESTION CARDS RI.3.1, Lesson 1

Cut out the cards and place them in a stack. Write your name on the back of each card.

Start a question with what.

Start a question with who.

Start a question with when.

Why did __________________________?

Start a question with where.

What happened before_________________?

Turn the title into a question.

Turn a heading into a question.

Ask a question about an illustration.

Ask a question about something you want to know more about.

1

The Enhanced Learning Maps resources, products, graphs, and structures, including node names, descriptions, and connections, have been developed by the

Achievement and Assessment Institute and are copyrighted by the University of Kansas Center for Research. Learning map information is available for use by

educators but may not be used for commercial purposes (including being shared without cost when bundled in a commercial transaction) without written permission.

Enhanced Learning Map nodes and connections may not be altered by anyone other than the staff of the Achievement and Assessment Institute at the University of

Kansas.


LEARNING MAP TOOL

RI.3.1, Lesson 2

STANDARD




2





Kansas.


ASK WHO AND WHAT QUESTIONS ABOUT A FAMILIAR INFORMATIONAL

TEXT

Ask who and what questions about concrete details in a familiar informational text.

DETERMINE THAT INFORMATION IS NEEDED TO ANSWER A QUESTION

Determine that information is needed to answer a question, although the student may not be able to articulate the source of the information.

IDENTIFY THE DIFFERENT INFORMATION SOURCES USED TO ANSWER

A QUESTION

Identify the different sources of information in which the answer to a question can be found. These sources can be in a text, in the student’s own knowledge on the topic, or in a different source.

DETERMINE IF THE SOURCE OF INFORMATION NEEDED TO ANSWER A

QUESTION IS PERSONAL KNOWLEDGE

Determine when the information needed to answer a question can be found in the student’s own knowledge on the topic.


QUESTION IS INFORMATION FROM THE TEXT

Determine when the information needed to answer a question can be found in the explicitly stated information in a text.



GENERATE QUESTIONS THAT HAVE ANSWERS BASED ON PERSONAL

KNOWLEDGE

Generate questions that have answers based on the student’s own knowledge of a topic, such as In My Head or On My Own questions.




GENERATE QUESTIONS ABOUT INFORMATIONAL TEXT USING

DIFFERENT QUESTION-GENERATING APPROACHES

Produce questions about the information in an informational text using a variety of question-generating approaches, such as asking wh-questions, using generic question stems, turning titles into questions, and asking questions about illustrations.

1





QUESTION TYPES

In this lesson, students will learn that the difference between In the Text and In My Head questions is the

source of information used to answer the question. The lesson will introduce students to shared vocabulary

about types of questions.




In the Text questions

In My Head questions

Review the exit slips from Lesson 1 and prepare discussion points based on students’ favorite and least

favorite question-creating approaches.

Review your In the Text and In My Head questions from Lesson 1; they will be used as examples in today’s

lesson.

Student question lists from Lesson 1

Blank paper

2





Begin by stating the goal of the lesson: Students will learn how to determine the question types for

the questions they asked in the previous lesson.

First, discuss students’ favorite and least favorite question-creating approaches from Lesson 1.

Explain to students that their questions can be sorted into two types: In the Text questions and In

My Head questions. The type of the question is determined by the source of information used to

answer it.

In the Text: The main source of information used to answer this type of question is the

text.

In My Head: The main source of information used to answer this type of question is

personal knowledge.

Draw a T-chart on the board. Write In the Text on one side and In My Head on the other. Ask the

students to draw a T-chart on a blank sheet of paper and copy your headings and examples as you

model the process.

Using your prepared questions, model a think-aloud, talking through why you would place each

question in either column, and fill in the T-chart as you model the process. Pose questions to

students, for example, “What source of information is needed to answer the question?” or “Where

might I find the answer to this question?” or “If the answer is not in the text, where do I find it?”

Intentionally use the new shared vocabulary as you think aloud about the source of information used

to answer each question. For example, “This question goes under In the Text because the main source

of information used to answer it is found in the text.” Or, “I can locate the answer to this question in

the text, so it goes under In the Text.” (It may be helpful to write these explanations on the board for

students to refer to when they are doing their own think-aloud with partners.) Model and talk

through as many examples as necessary for students to gain understanding.

Pair students and provide time for each partner to follow the same think-aloud process that you

just demonstrated with the question lists they created in Lesson 1. Encourage students to use their

new shared vocabulary and refer to the board if they need help with their explanations. Both partners

should write the questions in the appropriate columns on their T-charts.

Circulate as students are thinking aloud and listen for how and if students are determining question

types.

3





To close the lesson, ask students to turn in an exit slip explaining the difference between In the Text

and In My Head questions.

For a discussion of the research that supports this instructional model, see the TEACHER NOTES for this

lesson set.

Watch for common mistakes or misconceptions in student answers, and redirect or reteach as needed.


:


:


:

1





Kansas.


LEARNING MAP TOOL

RI.3.1, Lesson 3

STANDARD




2





Kansas.


ANSWER SIMPLE QUESTIONS ABOUT CONCRETE DETAILS IN AN

INFORMATIONAL TEXT

Answer questions posed by others about the concrete details of an informational text.

ANSWER WH-QUESTIONS ABOUT KEY DETAILS IN AN INFORMATIONAL

TEXT

Answer questions that use who, what, where, when, why, and how that are posed by others about the key details in an informational text.

ANSWER QUESTIONS BY REFERRING TO AN INFORMATIONAL TEXT Answer questions about informational texts by referring back to the information and details provided in the text.

ANSWER WHO AND WHAT QUESTIONS ABOUT A FAMILIAR

INFORMATIONAL TEXT Answer who and what questions about concrete details in a familiar informational text.

ANSWER QUESTIONS ABOUT THE KEY DETAILS IN AN INFORMATIONAL

TEXT

Answer questions about the meaning of specific key details in an informational text.

ANSWER WHO AND WHAT QUESTIONS ABOUT AN INFORMATIONAL

TEXT

Answer who and what questions about concrete details in an informational text.

ANSWER WH-QUESTIONS ABOUT DETAILS IN AN INFORMATIONAL

TEXT Answer wh-questions about the details in an informational text.


QUESTION IS PERSONAL KNOWLEDGE Determine when the information needed to answer a question can be found in personal knowledge on the topic.


QUESTION IS INFORMATION FROM THE TEXT Determine when the information needed to answer a question can be found in the explicitly stated information in the text.

LOCATE THE ANSWER TO A QUESTION IN AN INFORMATIONAL TEXT

Locate the answer to a question in an informational text by using personal knowledge of the text or using the text features that highlight the text’s organization.

ANSWER QUESTIONS USING PERSONAL KNOWLEDGE OF A TOPIC Answer questions using personal knowledge of the topic.

ANSWER QUESTIONS USING INFORMATION EXPLICITLY STATED IN A

TEXT

Answer questions using the information explicitly stated in the text.

GENERATE QUESTIONS THAT HAVE ANSWERS BASED ON PERSONAL

KNOWLEDGE

Generate questions that have answers based on student’s own knowledge of a topic, such as In My Head or On My Own questions.






1






In this lesson, students will create and answer In the Text and In My Head questions.




In the Text questions

In My Head questions

Review students’ exit slips from Lesson 2 and prepare discussion points based on their understanding of the

difference between In the Text and In My Head questions.

Prepare a list of high-quality In the Text and In My Head questions using the question-creating approaches

and the lesson’s informational text.

A class set of a new informational text that is long enough to support six questions

QUESTION CARDS

Q & A ORGANIZER

2





Begin by stating the goal of the lesson: Students will learn to create questions about a new

informational text using the question-creating approaches and their new knowledge of In the Text

and In My Head questions.

Discuss students’ explanations of the differences between In the Text and In My Head questions

from the Lesson 2 exit slips.

Before providing students with the Q & A organizer, model and think aloud how to use it as you

create In the Text and In My Head questions from the question card prompts. Pull a card from the

deck and use the question starter to create an In the Text question. (Here you will use the questions

you generated ahead of time.) Write the question on a model Q & A organizer. Then pull another

card and create an In My Head question. Do not write down the answers because partners will

answer each other’s questions later in the activity.

After sufficient modeling, provide students with the Q & A organizer and model a few more

questions for students to add to their handouts as examples.

Provide time for students to write at least three In the Text questions and at least three In My Head

questions. Remind students not to write down the answers because their partners will answer the

questions after they trade papers.

Circulate and observe how students are creating questions.

3





When all students have created at least six questions, pair students and have partners trade Q & A

organizers. Instruct students to answer their partners’ questions and to indicate the main source of

information used to find each answer.

Circulate as students are completing their partners’ Q & A organizers. Observe how they answer In

the Text and In My Head questions and how they identify the information source.

Watch for common mistakes or misconceptions in student answers, and redirect or reteach as needed.


:


:


:

4





To close the lesson, collect the students’ Q & A organizers.

For a discussion of the research that supports this instructional model, see the TEACHER NOTES for this

lesson set.



:



Name_________________________________________

Copyright © 2016 by The University of Kansas 1

Q & A ORGANIZER RI.3.1, Lesson 3

Using the question cards, create at least three In the Text questions and three In My Head questions.

Question In the Text

In My Head

Answer

What was the main source of information I used to answer this question?

1.

2.

3.

4.

5.

6.

asking and answering questions...bereiter, 1985). for interventions focused on asking and answering...

Documents