Reading F REE

Comprehension 36
Question

Question Starters Starters

to help
Who is…? What is…? When is…? Where is…? Why is…? How is…? students

Who did…? What did…? When did…? Where did…? Why did…? How did…?
facilitate

Who will…? What will…? When will…? Where will…? Why will…? How will…?
relevant and
meaningful
Who might…? What might…? When might…? Where might…? Why might…? How might…?

discussions
Who was…? What was…? When was…? Where was…? Why was…? How was…?
about reading
Who can…? What can…? When can…? Where can…? Why can…? How can…?
passages.

The
 Who is…? What is…? When is…? Where is…? Why is…? How is…?

Who did…? What did…? When did…? Where did…? Why did…? How did…?

Who will…? What will…? When will…? Where will…? Why will…? How will…?

When Where
Who might…? What might…? Why might…? How might…?
might…? might…?

Who was…? What was…? When was…? Where was…? Why was…? How was…?

Who can…? What can…? When can…? Where can…? Why can…? How can…?

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 LEARNING OBJECTIVES
Students will . . .

Read, understand, and appreciate a variety of genres.

Understand and apply active reading strategies.

Increase comprehension and analytic skills.

Read and analyze with partners, in triads, and in groups.

Discuss and analyze author’s craft, including figurative language, descriptive words, imagery, literary techniques, and voice.

Answer questions to demonstrate knowledge and understanding of the main events and characters.

Discuss and analyze the elements of plot within a text (exposition, rising action, climax, falling action and resolution).

Demonstrate an understanding of the main ideas, supporting details, and themes of a novel, story, poetry, and other texts.

Make connections between books, self, and related themes and topics.

Identify and explain connections between new ideas and information and their previous beliefs, values, and experiences.

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 TEACHING TIPS
 Make several copies on white cardstock and laminate, then:
o Cut into columns of 6.
o Cut into rows of 6.
o Cut into columns of 3.
o Cut into rows of 3.
o Cut into columns of 2.
o Cut into rows of 2.
o Cut into individual squares.

 Divide students into partners, triads, or small groups – or have a whole-class discussion!

 Give each student a column, a row, or an individual card.

 Have students discuss the text by asking relevant questions that start with their particular question starter(s). The question must be answered
correctly before students can go on to another question. If students do not know the answer to the question, they must refer back to their text to
find the answer.

 Having some question starters formatted in all the above options allows students to use this activity over and over again, while providing them
with both variety and choice – especially important for adolescents!

 Individual cards can also be put in a pile in the center of the table. Students can pick up a card during reading and hold it in the air to ask their
question. After the question is answered and discussed, the card goes into a bin and cannot be reused until all other cards have been used.

 Students can also write their questions on a sheet of paper, trade with a partner, and write the answer to their heir partner’s questions.

 Distribute a set of cards to parents who are working at home on building their child’s comprehension skills.

 Distribute cards to content teachers to build effective literacy skills in content areas. Have students use these question starters when reading
and discussing texts in Social Studies and Science.

Copying for more than one teacher or classroom is prohibited without purchasing one license for each teacher.
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 COMMON CORE STATE STANDARDS
 Reading 1 – Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when
writing or speaking to support conclusions drawn from the text.

 Reading 2 – Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.

 Reading 3 – Analyze how and why individuals, events, or ideas develop and interact over the course of a text.

 Reading 4 – Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and
analyze how specific word choices shape meaning or tone.

 Reading 5 – Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter,
scene, or stanza) relate to each other and the whole.

 Reading 6 – Assess how point of view or purpose shapes the content and style of a text.

 Reading 7 – Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.

 Reading 8 – Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and
sufficiency of the evidence.

 Reading 9 – Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors
take.

 Speaking and Listening 1 – Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on
others’ ideas and expressing their own clearly and persuasively.

 Speaking and Listening 4 – Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and the
organization, development, and style are appropriate to task, purpose, and audience.

 Speaking and Listening 6 – Adapt speech to a variety of contexts and communicative tasks, demonstrating command of formal English when
indicated or appropriate.

 Language 1 – Demonstrate command of the conventions of Standard English grammar and usage when writing or speaking.

 Language 5 – Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.

Copying for more than one teacher or classroom is prohibited without purchasing one license for each teacher.
Permission to copy for classroom use only. Copyright © 2013 Literary Sherri
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Copying for more than one teacher or classroom is prohibited without purchasing one license for each teacher.
Permission to copy for classroom use only. Copyright © 2013 Literary Sherri