FALL
- Who, why, what, and how
"Question starters"
- Compare reasons for asking questions before and after reading
"Central question diagram"
- Verbalize questions that relate to the main idea
"Question think-alouds"
WINTER
- Visualize key questions in text
"Vee Map"
- Separate on-the-surface, under-the-surface and application questions
"Question tree and sea"
- Implicit questioning of text
"It says, I say, and so"
SPRING
- Assume roles of characters to generate questions
"Hot seat"
- Ask questions about purpose and meaning of the author
"Question the author"
Note: All titles in quotations come from: Zwiers, J. (2005). Building reading comprehension habits in grades 6-12: A toolkit of classroom activities. Newark, DE: International Reading Association.
Mini-lesson for forming critical questions
FALL
- Who, why, what, and how
"Question starters"
- Compare reasons for asking questions before and after reading
"Central question diagram"
- Verbalize questions that relate to the main idea
"Question think-alouds"
WINTER
- Visualize key questions in text
"Vee Map"
- Separate on-the-surface, under-the-surface and application questions
"Question tree and sea"
- Implicit questioning of text
"It says, I say, and so"
SPRING
- Assume roles of characters to generate questions
"Hot seat"
- Ask questions about purpose and meaning of the author
"Question the author"
Go to assessment checklist for this learning goal
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Note: All titles in quotations come from: Zwiers, J. (2005). Building reading comprehension habits in grades 6-12: A toolkit of classroom activities. Newark, DE: International Reading Association.