Comprehension Lesson: Ducky

“Readers engage in self-questioning before reading, during reading, and after reading to monitor their own comprehension and integrate their readings with prior knowledge.” Linda Hoyt, Snapshots, page 16. Deb is showing the students to connect their prior knowledge to their questions.
The students are making the same hand movement as the teacher. Connect prior knowledge to their questions.
Look at the cover. What questions do you have?
What are you thinking?
Before Reading
I wonder who …
I wonder what …
I wonder why …
I wonder when …
I wonder where …
I wonder how…
I wonder what I will learn…
What do I anticipate I will learn?
What is this about?
What do I know?
Question stems are helpful for all students when they first begin asking questions. It helps assist the conversations of students when they get stuck.

While students are looking at the cover, they are asking questions in partners, triads, and small groups of children. At this point, the children are not reading the book.
Next, the teacher models asking questions during reading.
I wonder who …
I wonder what …
I wonder why …
I wonder when …
I wonder where …
I wonder how…
I wonder what I will learn…
How come…
I don’t understand…
I would like to talk about…
Students are reading and asking questions after each two pages or four pages of reading.
What are your questions?
What are you wondering? Teacher coaches the conversations as needed.
So what does this mean to your reading? Teacher coaches the conversations as needed.
After Reading
I still wonder…
I am wondering now…
Who, when, what, why, where, how…
I still don’t understand why…
How come?
Why not?
My questions were (not) answered…
Students complete a quick-write about what they learned.