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According to this paragraph, . © let today = new Date(); let year = today.getUTCFullYear(); document.write(year); SUNY Empire State College Guided Reading Question Cards During guided reading, I may be reading with one student while the other members of the group are reading independently at the table. After You Read: Reflect on what you have read Summarize what you learned from your reading Ask yourself what questions you have as a result of your reading Seek additional information about the topic and your questions from reliable/expert sources In the space below, you will practice the reading comprehension strategies described above. Is there enough information on the topic to fulfill the length requirement? A comparison of the actual content of the reading with what the student had predicted in the before-reading stage When teaching questioning, we are faced with two issues. Before, during, and after reading, encourage students to generate their own questions. College Pathways, Government Starting as a Ph.D. student, I have been reading the conclusions and methods of academic journal articles and chapters rather than entire books. A great way to build student comprehension of a text is to provide students with pre-, during, and post-reading strategies. Activate background knowledge before reading. After reading the article, answer these questions to help you to reflect upon and analyze what you have read. Features are more detailed than a simple news article, and significantly longer. 3-2-1. It is clear from this passage that . Ask students to choose 10-15 words from the text. According to this article, . After they read individually, you want them to do a pair-check (where they discuss their answers in pairs for a moment before going to whole class feedback). Ask your professor for guiding questions or key topics to keep in mind while reading. If we want our students to ask searching questions, we need to be thoughtful about the kinds of questions we model. What was your first reaction to this artwork? What kind of evidence is presented to support the author’s argument? 3. After going through your Powerpoint, reading the questions you suggest and the responses, I think professional development in developing questions would be required to ensure they were actually asking the right kind of questions. Most comprehension questions look like this: 1. Why do you think you had the reaction? . . Set a purpose before reading and have a clear focus for diving into a text. Questions about the content of the reading for students to answer in their own words. Does the author’s argument assume that the reader thinks in a particular way or has a particular world-view? The teacher then leads a discussion of the information that is recorded in the L column. Rather, you should begin by skimming the article to identify its structure and features. Reading is a critical skill that your students need in order to be successful in the classroom. Higher-Level Thinking Questions. Students ask questions of one another about an essential question, topic, or selected text. Begin with the abstract (or first page) and the conclusion (or final page) for an overview of topics. Teachers can also have students place these questions onto a collaborative anchor chart. The students themselves know, better than the teacher does, which classmate is likely to be able to give them an adequate answer. the most interesting words / the most important words. When I can't be with my students to prompt them as they read, they have a bookmark I created to help them remember prompts and questions we use together. Discovering your students’ answers to these questions can help you create positive conditions for learning. 1. Is the author objective or does he/she try to convince the reader to have a certain opinion? 4. Yet, for special education students, this method is fraught with the pitfalls outlined above. Important Questions to Ask Your Students. Connecting As you’ve been reading, what pictures have been in your mind? 800.847.3000. Talk with students about new vocabulary and concepts and help them relate the words to their prior knowledge and experiences. 2. After reading, students record in the L column the new knowledge they learned from reading the text. Prepare four or five simple questions and ask students to talk about those question for 3 minutes and after that ask one member of each pair to go and talk to another person of the group. This activity can help us determine how much students learn during the reading. See that one source might not have all the answers. As a principal, I want my teachers to teach student how to read a text closely. As a principal, I want my teachers to teach student how to read a text closely. Pave the road to use even more reading strategies that improve comprehension. 40 Weird Questions to Ask Your Students to Help You Get to Know them Better The first few weeks of school are all about getting to know our students. After students have previewed a reading, ask them to write two or three questions they would like to find the answers to in their reading.

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