For the last two years, questioning has been a school-wide goal where I work. We started by looking at the types of questions we were asking students. We then began to very purposefully ask questions that would lead to high-level discussions. Our focus then shifted to encouraging students not only to answer our questions, but also to respond to the comments made by their peers. Now in year three of our goal, we want students to initiate asking each other high-level questions rather than having the teacher facilitate the discussion.
As the literacy specialist it's my job to make sure that the students I work with are active participants in the peer-led discussions. I need to be certain that they have a clear understanding of the difference between a “thin question,” where only one person can respond because the answer is directly stated in the text, versus a “thick question,” where several people can respond because it is asking for an opinion that is supported with text evidence. The “thick questions” give more students an opportunity to participate, which should lead to a deeper understanding of the text.
In my four-day reading lesson plans, students will learn or review the strategy of questioning using multiple texts. This unit teaches students how to use questioning to increase understanding of a topic using the Gradual Release of Responsibility instructional model: “I do” (the teacher provides explicit instruction and/or modeling), “We do” (the teacher and the students practice together), and “You do” (the students independently practice the skill).
Download the lesson plan for your English Language Arts classroom!
Reading Strategy Lesson: Activiating Prior Knowledge
Reading Strategy Lesson: Comparing & Contrasting Firsthand & Secondhand Texts