Knowledgebase

Search by Keyword

Search by Product

Quiz Questions Step

(571 Views)

A Teacher's Strategy for Teaching the Comprehension Questions

Each Read Naturally story in the Sequenced, Spanish, American Manners & Customs, and Idioms Series (for levels 2.0 and above) includes five common types of comprehension questions: main idea, literal, vocabulary, inferential, and short answer. Angela Walker Foster from Anderson County Schools in Lawrenceburg, KY has provided a great instructional strategy for teaching the comprehension questions, and we’re pleased to share the strategy with you. 
A Teacher's Strategy for Teaching the Comprehension Questions

Comprehension Questions Bookmark
To help remind students of these strategies for answering the comprehension questions, download and print a free Comprehension Questions Bookmark for your students. The bookmark can help students focus on what is required to answer each type of question correctly. 
View the bookmark

Other Strategies for Answering the Questions

From Richard Radke [Strathmore, CA]
To improve accuracy, ask students to read the question and answer choices at least twice before they select an answer. Some students tend to choose the first answer that looks good. As a group or one-on-one, go through the answer choices and eliminate the answers until the student finds the best answer. Only then should students write down their answer.

Susan Shallenberger [Templeton, CA]   
For each type of comprehension question included at the end of every story, give students a list of hints to keep in mind while they work. For the main idea question (question 1), remind students that the main idea of the story is not just one fact from the story but what the story is mostly about. For fact questions (questions 2 and 7), tell students that they should always refer back to the text for verification. For vocabulary questions (questions 3 and 6), tell the students that they should use the sentences surrounding the vocabulary word, as well as the sentence the word itself is in, to help decipher the word's meaning.  For the inference questions (questions 4 and 8), tell students to look for clues in the story. Teach them that for inference, the author is "showing without telling."  Finally, for written responses (questions 5 and 9), tell students to always write sentences that can stand on their own. Teach them that when someone reads their written response, they should be able to decipher what the question asked without reading it.

Marking the Answers to the Questions in the Story

From Gail Orcutt [Iowa]
Ask students to underline information in the story that answers each of the comprehension questions. This process helps students learn that the answers can be found in the text.

From Jill Bennett [Albany, TX]
Have the students read the questions and circle clue words before reading the story. After they read the story, students tell the main idea and list three supporting details, a process similar to the retell step.

Giving Feedback to Students

From Jenifer Garlitz [Joliet, IL]
If a student gets all of the questions right the first time, put a sticker on the student’s answer sheet that says "Wow!" or "Bravo!" This helps students focus on accuracy when they answer the comprehension questions. If the student does not achieve 100%, put a question mark next to each incorrect answer. When the students answers all the questions correctly, replace the mark with a sticker.

Working in Groups

From Judy Klein [Humble, TX]
Auditory learners have difficulty focusing on what they are reading because of their ongoing self-talk. When they finish a paragraph or page, they don't know for sure what they've read. One suggestion is to have them read the questions first. Expanding on this approach, students can work as a group, taking turns reading the sentences in a Read Naturally story. After each sentence, the teacher can ask the group if there was anything in that sentence that answered the comprehension question. If the answer is "yes," students can highlight and discuss the words and phrases that relate to the question.

Gwen Koehler and Terri Johnson [Divide, CO]
Once a week, have the students gather around a table to discuss the Read Naturally stories that they have been reading that week. The students can share with one another information about the stories they are currently reading by answering the questions Who?, What?, When?, Where?, Why?, and How?  This can help students become more careful, critical readers because their classmates show interest and ask additional questions.

Writing Their Own Questions

After students have passed a Read Naturally story, have them pick a type of question to write (e.g., who, what, why). Students then write and answer their own questions.

Example 
Choose one of the following types of questions and circle it:

Who? What? When? Where? Why? How?
Write a question of the type you picked.
Write the answer to the question you wrote.

Challenging Mainstream Students with Analytical Questions

From Elaine Balum [Danille, PA]
Read Naturally levels 5.6 through 8.0 can be beneficial even to mainstream students without fluency problems. Focus on comprehension questions 8 and 9, which require students to analyze the information in the story and find facts that support a concluding statement. Answering these questions challenges the students while helping them develop skills needed to pass state exams, such as the Pennsylvania Statewide Student Assessment (PSSA) test.

Frequently Asked Questions

Contact

Please let us know what questions you have so we can assist. For Technical Support, please call us or submit a software support request.

 
Click to refresh image