Spanish Language Arts.5.6.B
The student is expected to
generate questions about text before, during, and after reading to deepen understanding and gain information;
Artes del lenguaje y lectura en español.5.6.B
Se espera que el estudiante
formule preguntas sobre el texto antes, durante y después de la lectura para profundizar la comprensión y obtener información;
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.
Demonstrated Proficiency of SLA.5.6.B
Durante una conferencia uno a uno con los estudiantes, pídales que compartan las preguntas que se hacen antes, durante y después de leer un texto específico.
Antes de que empiecen a leer, pídales que hagan una lista de preguntas, como los tópicos que se tratarán en la lectura, inferencias de ellos basadas en experiencias previas y conocimiento acerca del autor. Anime a los estudiantes a que examinen el título, subtítulos, ilustraciones y fotografías para crear preguntas antes de la lectura del texto.
Durante la lectura, pídales a los estudiantes que compartan sus preguntas, tales como ¿Qué hará el personaje principal después? o ¿Por qué tal personaje hizo eso o aquello?
Después de la lectura, pídales a los estudiantes que chequen qué preguntas no fueron contestadas en el texto, así como qué preguntas nuevas surgieron después de la lectura.
Further Explanation
Esta evaluación lleva a los estudiantes a que piensen más allá del texto y a que busquen información específica que no comprenden. Además, los lleva a que usen estrategias para obtener información y profundizar en su comprensión. Cuando los estudiantes consideran hacer preguntas antes, durante y después de la lectura, éstas sirven de guía para que ellos pongan particular atención a ciertos detalles del texto que leen.
Supporting Information for SLA.5.6.B
Research
1. Evans, B. P., & Shively, C. T. (2019). Using the Cornell Note-taking System can help eighth grade students alleviate the impact of interruptions while reading at home. Journal of Inquiry & Action in Education, 10(1). Retrieved from: https://www.researchgate.net/
Summary: As part of the study, students are taught the Cornell note-taking system. Students are required to write questions about the main ideas of the notes and answer those questions, along with writing a summary. This study shows that middle school students will be able to make the adjustment from note-taking instruction on paper to computer. Additionally, middle school students can handle using a traditional high school and college aged note-taking strategy like the Cornell system. The study found that the Cornell system can be used to alleviate the impact interruptions have on students’ working memories and comprehension.
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 reveals a plan for increasing 6th grade students' reflection and comprehension skills. The reflective process is developed through four interrelated activities taught in a specific, scaffolded sequence. Post-intervention data shows an increase in reading skills along with an increased emotional involvement in reading.
3. Joseph, L.M., & Ross, K.M. (2018). Teaching middle school students with learning disabilities to comprehend text using self-questioning. Intervention in School and Clinic, 53(5), 276–282. doi: 10.1177/1053451217736866
Summary: Self-questioning before, during, and after reading a text is an important process for all students, but especially for middle school students with learning disabilities. In this article, self-questioning is presented as an effective, evidence-based instructional strategy that requires scaffolding. A discussion of how to monitor the students' progress in reading comprehension is included.