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

Guided PracticeGrouping: Whole class or small groups1. Ask students several more “putting it together” questions and talk about the process you areusing to generate these questions (finding ideas in two parts of the text that can go together andcombining them to answer one question).2. Read 2–3 paragraphs to students and as a class or small group, have students practice formingLevel 2 questions. Have students give the answers to the questions they generate and tell where inthe text the information to answer the questions can be found.3. Give feedback and continue to model how to create and answer these questions as needed.Students will likely need quite a lot of practice generating Level 2 questions. Do not go on to Level3 questions until students are successful and comfortable with Level 2 questions.Independent PracticeGrouping: PartnersUsing a different brief selection, preteach important proper nouns, and provide students with the overall“big idea” of the passage in no more than 1–2 sentences. Then have students work in partners to quicklypreview the chapter.Next, have students work in partners to generate “putting it together” questions about the selection.Have students write their questions in their learning logs, along with the answers and evidence (where theanswers are found).Circulate and provide feedback and scaffolding as needed. Be prepared to model again as needed. Ifseveral students are confused, stop the independent practice and return to modeling and additional guidedpractice.Ask pairs to share their “putting it together” questions and to tell where in the text the answer to eachquestion can be found.GeneralizationAsk students for examples of situations in which asking themselves “putting it together” questions mighthelp them understand and remember what they read. Emphasize the fact that they can preview text andask themselves “putting it together” questions in all of their classes.The Reading Teacher’s Sourcebook 85