Action Plan

Goals

  • Provide questioning strategies for students to utilize to increase student comprehension and metacognition.

  • Meet each student where they are and challenge them to reach their full potential of reading comprehension through differentiation and individualized instruction.

  • Utilize reading comprehension strategies in other content areas such as math, social studies, and science.

In order to provide numerous opportunities for teaching, practicing, and learning, instruction was not limited to our reading block. Strategies and practice were initiated during morning meeting, whole group instruction, guided reading, and utilized when reflecting on read aloud books. The strategies were taught cross-curricularly as applicable. Attached is a tentative calendar of the time frame strategies were implemented.

Question-Answer Relationship (QAR)

This strategy was selected because it helps students learn to analyze and decompose questions. By teaching students to break down questions, determine what is being asked, and think about their own thinking; students could accurately interpret the question and conclude the most accurate answer. While using the Question-Answer Relationship strategy, students learned to distinguish between “in my head” and “in the book” questions. “In my head” questions required students to think abstractly, consider authors' thoughts, and think beyond what is written in the text. To answer such questions, students combined their ability to identify the type of question with their ability to infer and think deeply. “In the book” questions included content such as plot, setting, and characters. To answer this type, students simply searched the text to find the answer.

Question Sort

After introducing the Question-Answer Relationship (QAR) strategy, the class sorted different types of questions. There were enough questions for each student to be responsible for one. Student's took turns drawing a question from the center of the circle and reading it aloud. The student shared their thoughts on the type of question and justified their answer. The class responded with feedback and discussion before attaching the question to the board. This activity instructionally supported identification of question types and metacognition.

Bookmarks

Student bookmarks served as a reference guide to aide students in identifying the characteristics of questions.

Self-Generated Questions

Self-Generated Questioning is another strategy students learned. The strategy was selected because it encourages students to use metacognition to further analyze a text. By thinking about their thinking and reading, students deepened their comprehension. Individual curiosity triggered students to ask questions. When students interacted with a text, their engagement increased. The more students interacted with a text the more they gleaned and comprehended. While practicing self-generated questioning, students were provided question stems.

Anchor Chart

During a morning meeting, the class collaborated to create question stems. Each of the stems were generated by students. The question stems were utilized by students during whole group reading, guided reading, read aloud, and mathematics. This strategy was applied to multiple genres and multiple subject areas, so it was important to have short question stems to leave more room for variance.

Bookmark

This side of the bookmark served as a resource for students. They were able to organize and store their questions for their guided reading book.

Data Collection

Common Formative Assessment

Identifying Question Types

Students previewed questions on Wonder's Weekly Common Formative Assessments in order to familiarize themselves with the content they needed to understand while reading. They applied the Question-Answer Relationship strategy by determining if questions were "in my head" or "in the book" before answering them on the test.

Common Formative Assessment

Answering Assessment Questions

Common Formative Assessments were used in data collection to monitor student ability to apply comprehension and questioning strategies to a new text. A student is utilizing the provided strategies while taking the Wonder's Weekly Common Formative Assessment.

Anecdotal Records

Anecdotal Records were recorded in order to monitor student contributions and necessary instructional support during guided reading groups. Teacher observations tracked student-generated questions, individual connections to the text, and student ability to find text evidence to support their comprehension. Instructional support includes prompting, close reading, and reminders to focus on the task.

Attitude Survey

The attitude survey was completed at the beginning and end of the data collection period. Students completed the attitude survey to communicate their feelings and perceptions about reading. The information I learned from the first survey allowed me to adjust my instruction, based on individual confidence level while using text evidence.

Culturally Responsive Teaching

Diverse and culturally responsive teaching was demonstrated in the following ways throughout the study:

  • Differentiated Reading Groups - Students were grouped based on ability and read stories at their level. Because I planned ahead and asked specific, thought-out questions, learning was differentiated by the types of questions students could comprehend and think through.

  • Bookmarks - The bookmarks served as a differentiated reading resource. Students could utilize the bookmark in a way that worked for them. The bookmark was a reminder of previous learning on question types and provided a space to ask their own questions while reading.

  • Anchor Charts - Class generated question stems provided appropriate instruction for students to apply the self-generated question strategy. The effectiveness of anchor charts varied based on student level and their ability to formulate questions.

  • Student Choice - During the question sort, accessibility was provided when students selected a question that was right at their level.

  • Discussions - Whole group and small group discussions were culturally responsive because multiple perspectives were communicated by students. Student experiences and knowledge were communicated and accepted by peers.