WEBVTT

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[Music] Welcome to Question Sea:

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On- and Under-the-Surface Questions.

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My name is Lauren Cottrell.

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I am a third-grade teacher

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at Stevenson Elementary School.

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Our school's approach

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to teaching reading comprehension

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strategies is that we don't just teach

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it in reading;

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we teach it on all the content areas.

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One way we do this is we have them

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posted in all of the rooms.

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We also recycle them throughout the day.

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It's not a one-time you are learning,

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predicting, and inferring

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and you are expected to remember it.

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We really believe that through modeling

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and bringing it up and recycling it

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in each of the content areas

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and allowing students

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to practice the reading strategies,

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they will make it a part

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of their everyday reading.

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I use a gradual release

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of responsibility with all

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of the comprehension reading strategies

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that we teach,

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and one way I do this is I always start

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out with modeling.

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The students need to see

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that I use the strategy

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and that it's important to me

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so that they are able to see

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that it's something that's valuable

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to them as well.

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From modeling then we do some guided

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practice, and the guided practice then

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also leads us into our centers

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or our stations,

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where the students are able

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to try it independently on their own.

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Today I started a lesson on questioning,

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and we always start each of our lessons

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with a target,

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and that's our objective or our goal.

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It's important

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to use the questioning strategy during

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reading and also after reading,

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so giving them the purpose

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for the strategy so that they are able

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to know why we are using it.

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I then showed the students

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on the whiteboard the Question

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Sea poster.

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We started today with the review

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of what the on-the-surface questions

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are, and the students actually raised

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their hands and gave examples using the

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four question words

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that are on-the-surface question

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starters: "who," "what,"

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"when," and "where."

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And we did this with our basal reader

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that the students had been working

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on throughout the week,

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"Grandma's Records."

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We then looked at the Question Sea again

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and talked about the importance

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of not always having on-the-surface

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questions but going a little bit deeper

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in our questioning as well

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to help us understand the story

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on a new level.

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This gave us an introduction

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to four new question words

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that we would be using: "why," "would,"

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"how," and "what if."

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And today I modeled these questions

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for the students

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and how we could use those

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and relate those to our basal reader.

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And the way we practice this is

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through guided reading stations.

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We used the story "Miyu and the Cranes

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for Peace," our leveled reader

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for today.

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And the students took turns looking

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through their story and coming

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up with questions for each

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of those prompts.

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And as they did that we talked

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about finding the answers to it.

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We had some students struggle with this,

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and at times they were giving questions

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where, for example,

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they would be giving a "how" question

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but they really were asking a

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"what" question.

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And so we talked

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about why their question was an

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on-the-surface level

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versus an under-the-surface,

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and the student then revised their

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own question.

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Seeing that modeling

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and the teachable moments

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that not only I had with the students

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but that the peers were able to take

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on the modeling role and be able

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to guide their classmate through it.

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I have always heard

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that if you can teach it then it will

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stay with you longer.

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[Music] To learn more

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about teaching questioning strategies,

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please explore the additional resources

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on the Doing What Works website.