English Language Arts and Reading.3.6.B

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The student is expected to

generate questions about text before, during, and after reading to deepen understanding and gain information;

comprehension TEKS talk image

Knowledge and Skills Statement

Comprehension skills: listening, speaking, reading, writing, and thinking using multiple texts. The student uses metacognitive skills to both develop and deepen comprehension of increasingly complex texts.

When introducing a new text, task students with thinking about what they notice as they preview the text. Then have them write three or four questions that they have about the text. (Why do planets revolve around the Sun? How many planets are there? What does solar system mean?) Monitor student-generated questions to ensure the questions will lead to a deeper understanding of the text. Prompt students who seem to be struggling in developing questions by asking the following:

  • What do you want to know about the title?
  • What questions might you have after looking at the pictures and reading the captions?
  • Do you have any questions about the topic of the text?

Repeat a similar activity while students are reading the text and shortly after they complete the text.
 

Further Explanation

This assessment directs students to think beyond the text and look for specific context that they do not understand and use strategies to gain information and deepen understanding. When students consider questions before, during, and after reading this can lead the student to pay particular attention to the details in the story. Each time students generate questions, they should demonstrate a better understanding of the text and be able to hone in on more details. Additionally, have students make note of connections they make to the text and questions about details that might not be clear. After reading, students share a summary of what they learned.

When students ask questions about a text before, during, and after reading, they are thinking beyond the text and applying what they know to what they read. For example, before early readers read a book, they may look at the cover or the pictures and ask themselves, "Is this frowning character sad at the beginning or the end of the story?" This type of question helps students comprehend the text as they read.

Research

1. Droop, M., Elsäcker, W. V., Voeten, M. J., & Verhoeven, L. (2015). Long-Term Effects of Strategic Reading Instruction in the Intermediate Elementary Grades. Journal of Research on Educational Effectiveness, 9(1), 77-102. doi:10.1080/19345747.2015.1065528

Summary: The findings of this research suggest that third and fourth grade students should first attain and enhance their knowledge of reading strategies through teacher modeling. Then, they should learn how reading strategies are used and verbalized. After these steps, students can learn to apply this knowledge when reading. The more often a student uses the strategies, the more internalized the strategies become.

2. Barbe-Clevett, T., Hanley, N., & Sullivan, P. (2002). Improving reading comprehension through metacognitive reflection. (Master theses, Saint Xavier University). Retrieved from https://eric.ed.gov/?id=ED471067

Summary: This research reports on a plan for increasing 6th grade students' reflection and comprehension skills. The reflective process was developed through four interrelated activities taught in a specific, scaffolded sequence. Post-intervention data shows an increased in reading skills along with an increased emotional involvement in reading.