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1. Lesson focus
Comprehension: Questioning
•
Questions and answers have a variety of sources
•
Learning about questions and their answers will help the reader become
better at understanding and answering questions
Whole group instruction
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2. Resources
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The Vietnam Veterans Memorial by Thomas S. Owens
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3. Lesson Introduction
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“We have been working with a strategy called Question Answer Relationships,
or QAR. This strategy shows us that questions and answers have a variety of
sources. Good readers know that thinking about the relationship between
questions and their answers helps them understand what they read.
“There are two places or sources to look for answers to questions from the
QAR strategy, called 5?4=H:4Y66X and 5?4,J4Z:8A.”
(Review two main categories from chart paper.)
“Today we are going to learn more about two question types from the 5?4=H:4
Y66X category and how these question types can help us as readers become
better at understanding and answering questions.
“The first question type from the 5?4=H:4Y66X category occurs when the
answer to the question is stated directly in the text within a single sentence.
This QAR type is called !DGH=4[H:<:, because the answer is right there in the
text.”
(Add to chart paper)
“The second question type occurs when the answer to the question can be
found in the text but is found across more than one sentence. This QAR type
is called [HD?X48?A4#:8<CH, because the reader has to think and search for the
answer.”
(Add to chart paper)
“I am going to read a passage from the book The Vietnam Veterans Memorial
by Thomas S. Owens. When I have finished reading, I will reveal my thinking to
show you how I answer these two question types from the 5?4=H:4Y66X
category, and how thinking about the relationship between questions and
their answers helps me understand what I read.”
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4. Teacher Models and Demonstrations
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(Read the passage)
“Now I want you to listen as I reveal my thinking to show you how I answer
questions from the two 5?4=H:4Y66X question types of !DGH=4[H:<: and [HD?X48?A4
#:8<CH, and how thinking about the relationship between questions and their
answers helps me understand what I read.”
“Here are some questions I might see after reading this passage:
• What country was divided into North Vietnam and South Vietnam?
•
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Why did some people in South Vietnam want to overthrow Diem’s
government?
“Let’s look at the first question: ’What country was divided into North and
South Vietnam?’
When I thought about how to answer this question, I thought about what the
author of the passage had written. When I read the passage from the book
The Vietnam Veterans Memorial, the author stated that ‘during peace talks,
Indochina was divided into North Vietnam and South Vietnam.’
I thought about how this was a fact question, and I was able to find the
answer to this question stated directly in the text in one sentence, so I know
this is a !DGH=4[H:<: question type.”
“Now let’s look at the next question: ’Why did some people in South Vietnam
want to overthrow Diem’s government?’
“To answer this question, I again thought about what the author had written
in the passage. Here the author writes that some people living in South
Vietnam wanted to overthrow Diem’s government, but I am going to have to
read some more of the passage to be able to find an answer to this question.
“In this part of the passage I read that ‘South Vietnam’s democracy wasn’t
very democratic,’ so I first thought that this might be a !DGH=4[H:<: question
type, but then I read further and noticed that the author continued to
provide evidence as to why people felt this way. The passage stated that
‘Diem and his family actually controlled the country.’
“In the next sentence I learned that ‘the family made rules and set
restrictions for the citizens.’ Here I read that in 1956, Diem cancelled local
elections and appointed his own leaders.’ All of this information together
helped me as a reader to understand why some people in South Vietnam
wanted to overthrow Diem’s government.
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Sample
“Because I had to search the text and think about the information I found, I
know this question type is [HD?X48?A4#:8<CH. When I was thinking about how I
answered these two questions, I thought about how finding the answers to
these questions was similar. For both questions, I needed to think about the
passage in the book to find the answers. But I also thought about how finding
the answers to these questions was different.
“Sometimes I can find the answers to questions right there in the text, but
other times I need to read further and search the text to think about the
information that I find. Knowing this helps me to understand how I can
answer 5?4=H:4Y66X question types. Thinking about this relationship between
questions and their answers helps me understand what I am reading.”
5. a. Students’ Practice and Application Activities
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“Now it’s your turn to practice. I want you to read silently the passages under
the next two headings. When you finish reading, I am going to show you two
questions you might see and ask you to identify the question category for
each question. Then I want you to reveal your thinking to a partner on how
you recognized the two 5?4=H:4Y66X question types of !DGH=4[H:<: and [HD?X4
8?A4#:8<CH and how thinking about the relationship between questions and
their answers helps you understand what you read.”
(Students read the passage)
• “Why did the American government fear the rise of Communism?
•
“What was the first American military group sent to South Vietnam
called?”
5. b. Data Collection
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I will observe how students respond during the practice activity. I will keep
track of the students who are able to reveal their thinking about the two 5?4
=H:4Y66X question types to answer questions.
Generally, most students were able to identify the two categories of
questions and how they helped them better understand and answer the
questions.
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5. c. Reflections on Student Responses:
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6. Items to Address or Emphasize in the Next Lesson
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Because most students were able to identify the two 5?4=H:4Y66X question
types and how they helped them better understand and answer the questions,
I will want to expand the 5?4,J4Z:8A question category.
I will want to have the students who were able to recognize the two question
types to model a think-aloud for the rest of the class as to how they were
able to categorize these question types and how understanding the
relationship between questions and their answers helps them understand
what they read. This will provide evidence that students are able to use this
strategy independently, as well as provide additional models for students who
are making good progress but still need additional practice opportunities.
I will want to provide extra small-group instruction for the students who
were struggling with identifying the [HD?X48?A4#:8<CH question type. I will
also want to have additional practice with fiction as well as nonfiction texts.
7. Monitoring Transfer
I will observe and keep records as the students engage in thinking aloud about
the 5?4=H:4Y66X question types in a variety of texts, and how understanding the
relationship between questions and their answers helps them understand
what they read.
Collaboration Data
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