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This product is a .pdf file for 20 questions for the book "National Geographic Kids: Elephants" by Laura Marsh. The book is a guided reading level L. There are 20 questions: 10 "right there" type and 10 inferential questions. These questions would be a great addition in literature circles or to use as classroom discussions. They can also be incorporated into websites and games. Please see the comprehensive description below. The entire literature for the novel is available here:
Reading literature and/or informational text and being able to answer questions based from text is central in today's Common Core Learning Standards. Although the idea of formal testing can be intimidating, there are some benefits in improving measurable reading comprehension. There are even some fun ways to create better readers!
What skills are being mastered by answering questions?
One of the primary standards that needs to be addressed in the 21st century is teaching students to become efficient rigor. Reading comprehension is the foundation in developing literacy. Guided reading levels, or Lexile levels, have been created to meet a student’s individual need and build reading at their appropriate speed. This product is for comprehension questions to assess a student’s understanding of a piece literature at their specific reading level.
In addition, by answering the “right there” type of questions, students will need to recall information and use close reading skills to go back into the reading to find the details to answer the question. “Inferential” type of questions require students to read the material, arrive at a response, analyze their response, and draw a conclusion based from this multi-level thinking.
Close reading techniques are best to use when reading a piece of text for the first time. Close ( or sometimes Cloze reading) follows three basic steps:
By answering a variety of questions based from a piece of literature, student’s knowledge in finding answers by using close reading strategies will dramatically increase!
How can you use these questions in your classroom?
What are some instructional ideas to implement the use of these questions in my classroom?
Divide students into groups of 4-6 people. These are called Jigsaw Groups. Jigsaw works best when you have the same number of students in each team; although this is rarely possible, try to get as close as you can.
Divide the questions into equal piles for each group. (If you have 4 students per group, give each student in their Jigsaw Group the SAME five questions). Then, give the students time to read and answer their five questions together. When the class seems finished, give each group the answers to their questions. Have the students discuss how they decided on their answers, where they found the answers, and how they will teach the questions.
Next, create new groups where there is one "expert" from each Jigsaw Group. Each Expert Group should have one student from each of the Jigsaw Groups. Distribute ALL the questions to each student. As the new groups go over the questions, each student will have the opportunity to be the "expert".
The reason this works: Cooperative learning has been identified as one of the nine instructional methods proven by research to make a significant difference in student performance (Marzano, Pickering & Pollock, 2001)
2. Reciprocal Learning is one of the driving instructional means. These are activities where students coach each other through exercises that apply to the content.
There are two types of Reciprocal Learning that could be used. The first is a “Think, Pair, Share” and the second is a “Back to Back and Front to Front”. In a “Think, Pair, Share”, students in pairs or small groups are given a question or topic. Then, they are given time to think about their response. Then, the partners share their thoughts with each other. Finally, they share their responses with the class. In the “Back to Back and Front to Front” method, students stand back to back with a partner. The same procedure is followed. Partners continually change throughout the unit.
The reason this works: Students who work in peer partnerships make measurable academic gains, develop more positive attitudes toward subject matter, become less dependent on the teacher, and spend more time on a task when working with a partner than when working independently (King-Sears & Bradley, 1995).
3. Flipped Learning is a strategy where the students complete the traditional instructional work at home and class time is used for reinforcement, clarifying and challenging learners.
Students will take home the book and questions. For "homework", the students will read and answer the questions at an individual pace. Students will answer the questions.
During the next class period, class time can be used to dig further into the concepts for each question. The text can be reviewed and deeper connections made. With the shift to more learning outside of the classroom, the content moves from playing a “supporting” role to playing a central role.
The reason this works: "Class time is now maximized in order to adopt various methods of instruction such as active learning strategies, peer instruction, problem-based learning, or mastery or Socratic methods, depending on grade level and subject matter.” (http://www.flippedclassroomworkshop.com/the-4-pillars-of-flipped-learning-the-keys-to-successful-flipped-instruction/ 2014)
4. Mind's Eye is a fourth strategy which could be implemented, however, it would require additional preparation by the classroom teacher.
How it works is that the teacher would choose 10-30 words from the text that evoke strong feelings or images in students' minds.
Before starting the lesson, teachers give students a very limited overview of what they are about to read, so they have some content to build on.
Read the words slowly and dramatically. Instruct students to create movies in their minds of what they think will happen in the text. As each new word is read, students should try to incorporate it into their mental picture. Students can then draw a picture, write a questions, make a prediction, or describe a feeling the mental picture gives them.
Then, students will read the book and compare it with their initial thoughts. The questions will then serve as a formative assessment on the text.
The reason this works: The impact of Mind'e Eye is based on the principle of dual coding, the idea that storing information in two ways (through language and images) makes learning stick better. This has been shown to be especially true for reading (Sadoski and Paivio, 2001).
I have numerous reading comprehension bundles in my store. Here is a free sample of the quality of my work: The Girl Who Loved Wild Horses, by Paul Goble. This is a Guided Reading Level N.
Here is a link to all the products I currently have available in my store: Reading Comprehension Questions in Education Island.
Please follow me at my TpT store: Education Island, to stay current as I have over a hundred book question bundles that I will be publishing in the next six months. I'm working on some larger bundles by Lexile Level that will be available soon.
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People who have used my products have said:
"This question assessment is very well thought out and provides many ideas to incorporate into a Native American unit. Thank you for sharing!" Dana B.
"These are great questions! I am so happy with my purchase, Thank you :-)" Buyer
"This was a terrific list of questions, I was able to pick and choose for a variety of assessments as we read the book." Amy D.
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