The Reading Teacher's Sourcebook - The Meadows Center for ...

Model and Teach1. Model creating “putting it together” questions.Teacher:Remember that you can ask several types of questions and that understanding the different typeswill make it easier to find the answers. Some questions require you to find facts about what youread, while others require you to draw conclusions or make inferences. Last week we worked onasking and answering “right there” questions—the kinds of questions for which you can find theanswer, word for word, in just one place in your reading.2. Introduce the Level 2, “putting it together” question type.Teacher:This week we are going to learn about “putting it together” questions. Teachers like thesequestions because in order to find the answer, you have to put information together. Thatis, you usually have to use information from more than one place in your reading and putthat information together to write an answer. “Putting it together” questions usually takea sentence or more to answer. Not only are “putting it together” questions a little moredifficult to answer than “right there” questions, but they can also be harder to ask.Figure 23. “Putting It Together” (White) Question Card.Putting It TogetherLevel 2—Putting It Togethercan be answered bythe textequire one or morer the questions, you havemore than one place andation togetherWho?What?When? Where? Why? How? Questions can be answered bylooking in the text Answers require one or moresentences To answer the questions, you haveto look in more than one place andput information together Who? What? When? Where? Why? How?Adapted with permission from materials developed by the Teacher Quality Research Project through funding from the U.S. Departmentof Education’s Institute of Educational Sciences, grant contract No. R305M050121A (Enhancing the Quality of Expository TextPutting Instruction It Together and Comprehension Through Content Level and 2—Putting Case-situated Professional It Together Development; D. Simmons, S. Vaughn, &M. Edmonds).can be answered by Questions can be answered bythe text 3. Model the process of generating looking Level in 2 the questions text using a think aloud.equire one or more Answers require one or moreTeacher:sentencesThis passage is about the Jumano people. It says that different groups lived in adobe villages.r the questions, you have To answer the questions, you havemore than one place And then and it says the Spanish to called look all in more these groups than one Pueblo. place Later and it says the Jumano peopleation together are called Pueblo Jumano. So put I can information combine that together information to make a question. Why wereWho? Where?Jumano people called Pueblo Jumano? Who?They werecalledWhere?Pueblo Jumano because at that timeWhat? Why? the Spanish called all the groups that What? lived in adobe Why? villages Pueblo. I have to know that theWhen? How? Jumano lived in adobe villages and that When? the Spanish How? called the groups of people that livedin adobe villages Pueblo. So I had to put information together from different parts of thepassage to answer that question. Let’s try some more…844. Model this process several times.The Reading Teacher’s Sourcebook