inferential

Secondary Content Teachers

COMPREHENSION
Locating Answers

Reading Services Center

SUBJECT:

Comprehension/Locating Answers

COURSE OR GRADE:

Content Area/Classroom Teachers

GOAL:

This strategy teaches students to use the organization of the passage to locate answers.

Supports this Learner Characteristic:

Uses study skills to organize and manage learning tasks.

WHO:

Students who are unable to efficiently find answers to "check-up" or "end of chapter/unit" questions.

Content Area Teachers

WHEN:

Demonstrate "Locating Answers" model once a month, along with use of study guides, before a test, or as necessary.

TEACHING PROCEDURE:
Strategy for Locating Answers
Model the following strategy using a passage from the current text.

READ the passage carefully.

READ the question. Determine the question type (who, what, when, where, why/how).

Determine the key words, or topic, of the question. The subject of the question will usually be an important noun.

Repeat the key word(s) you are to remember and find.

REREAD the passage to skim for the key words. Content area questions usually closely follow the structure of the text. (Model how to estimate question/answer locations within the materials.)

The first third of the questions are usually found within the first third of the printed material.

The second third of the questions are usually found within the second third of the content, etc.

Pay close attention to SUBTITLES. SUBTITLES may closely match many of the key words within a question.

POINT to the answer.

WRITE the answer.

PRACTICE:

Choose several study guide or "check-up" end of chapter questions from content area reading materials. Have students apply the "Locating Answers" model to the questions.

CHECK-UP:

Have students not only share answers to questions, but also have them SHOW/EXPLAIN how the answers were found.

FOLLOW-UP:

If students need additional help, provide a short passage from the material that is to be studied. On an overhead, or on the board, write a question that is to be answered. Determine the critical (key) words within the question:

What is being asked: (who, what, when, where, why/how)?

What is the topic word or clue word(s)? What is the subject of the question? (Note: Have students notice important nouns).

Skim for the important clue word(s). Underline the word/phrase/sentence that directly answers the question.

EXTENSION:

Copy a short passage.

Provide three literal comprehension questions.

Have students circle the key words in the questions.

Each answer is underlined and numbered to match the corresponding question.

Have students highlight (on a copy of the text) to identify significant details, then transfer in brief form to the passage graphic organizer.

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SUBJECT:	Comprehension/Locating Answers
COURSE OR GRADE:	Content Area/Classroom Teachers
GOAL:	This strategy teaches students to use the organization of the passage to locate answers. Supports this Learner Characteristic: Uses study skills to organize and manage learning tasks.
WHO:	Students who are unable to efficiently find answers to "check-up" or "end of chapter/unit" questions. Content Area Teachers
WHEN:	Demonstrate "Locating Answers" model once a month, along with use of study guides, before a test, or as necessary.
TEACHING PROCEDURE:	Strategy for Locating Answers Model the following strategy using a passage from the current text. READ the passage carefully. READ the question. Determine the question type (who, what, when, where, why/how). Determine the key words, or topic, of the question. The subject of the question will usually be an important noun. Repeat the key word(s) you are to remember and find. REREAD the passage to skim for the key words. Content area questions usually closely follow the structure of the text. (Model how to estimate question/answer locations within the materials.) The first third of the questions are usually found within the first third of the printed material. The second third of the questions are usually found within the second third of the content, etc. Pay close attention to SUBTITLES. SUBTITLES may closely match many of the key words within a question. POINT to the answer. WRITE the answer.
PRACTICE:	Choose several study guide or "check-up" end of chapter questions from content area reading materials. Have students apply the "Locating Answers" model to the questions.
CHECK-UP:	Have students not only share answers to questions, but also have them SHOW/EXPLAIN how the answers were found.
FOLLOW-UP:	If students need additional help, provide a short passage from the material that is to be studied. On an overhead, or on the board, write a question that is to be answered. Determine the critical (key) words within the question: What is being asked: (who, what, when, where, why/how)? What is the topic word or clue word(s)? What is the subject of the question? (Note: Have students notice important nouns). Skim for the important clue word(s). Underline the word/phrase/sentence that directly answers the question.
EXTENSION:	Copy a short passage. Provide three literal comprehension questions. Have students circle the key words in the questions. Each answer is underlined and numbered to match the corresponding question. Have students highlight (on a copy of the text) to identify significant details, then transfer in brief form to the passage graphic organizer.
home \|Comprehension/ Locating Answers\| Parents' Corner