Ask/Answer Questions About a Text

By (date), after reading a nonfiction text, when given a set of questions to answer for a small-group text discussion, (name) will verbally or in... written form ask or answer at least (3) questions (e.g. Who, What, When, Why, Where, or How) about text details, during (3 of 3) reading sessions.
  • By (date), after reading a nonfiction text, when given a set of questions to answer for a small-group text discussion, and reminded by the teacher to refer to an anchor chart, (name) will verbally or in written form ask or answer at least (3) questions (e.g. Who, What, When, Why, Where, or How) about text details, during (3 of 3) reading sessions.
  • By (date), after reading a nonfiction text, , when given a set of questions to answer for a small-group text discussion and reminded by the teacher to refer to an anchor chart, (name) will work with the teacher’s provided guiding questions (e.g. Teacher asks “Can you use the word ‘who’ from the chart to ask a question about details from the chapter we read about the post office?”) to verbally or in written form ask or answer at least (3) questions (e.g. Who, What, When, Why, Where, or How) about text details, during (3 of 3) reading sessions.
  • By (date), after listening to a nonfiction text read aloud on a preferred topic, when given a set of questions to answer for a small-group text discussion, (name) will use the teacher’s example (e.g. Teacher says “The postal carrier is the person who delivers mail from the post office to people’s homes.”) to verbally ask or answer at least (1) question (e.g. Who, What, When, Why, Where, or How) about text, details during (2 of 3) reading sessions.

UDL-Aligned Strategies About UDL

  • Develop self-assessment and reflection
    Some students benefit greatly from a teacher’s guiding questions to support their applying a skill or strategy. In this instance, a teacher may guide a student line of thinking or questioning but, fall short of explicitly giving the words that the student could or should say. To guide the student toward talking or asking about details in a text, the teacher might say, “Could we use a “Wh” question word (pointing to an anchor chart about asking questions about text) to ask a question about the text?" or Is there a detail from the text you’re curious to understand more about?”.
  • UDL II 6.3 Facilitate managing information and resources
    Some students will have difficulty using what they are taught about talking and asking questions about details from a text and applying it with independence. For some students, watching and listening to a teacher’s example , and being asked to repeat the teacher’s model afterwards can be an effective strategy for getting the student to practice the skill. The teacher may verbally prompt the student with an explicit directive: “Listen closely to my words, and repeat after me.”. The teacher can use an anchor chart to use as a reference, as well, getting the student to both repeat the words and use a visual guide as a support.
  • UDL I 2.3 Support decoding text, mathematical notation, and symbols
    Rather than expect that all students will seek to understand details of a text by asking and answering questions with independence, teachers can support students through the use of an anchor chart that records learning that has taken place during a lesson. Here, the ways that readers can talk and ask questions about text can be recorded after they are taught in a whole-class or small-group lesson. The common questioning words of who, what, when, where, why, and how can be recorded, and through the use of this chart, can be referred to when needed. The chart can be large enough for the students to refer to it from a distance, and can also be photographed and reduced in size, laminated and stored in the student’s reading folders, or at a reading center.

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Standards

RI.2.1 Key Ideas and Details
RI.2.1 Key Ideas and Details
Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.

Standard Staircase

Ask Questions About a Text

By (date), after a read aloud of a nonfiction text, when verbally prompted by the teacher (e.g. Teacher says “Tell us about something important that we learned from the text.”), (name) will verbally respond with (1) question or statement about the text (e.g. Student asks “I was wondering how bears know when to wake up from hibernation?”) during (3 out of 3) class discussions.

Identify Person from Familiar Text

By (date), after reading a nonfiction text with the teacher, listening to the teacher model (1) question and answer (e.g. “Who is the postal carrier? The postal carrier is the person who delivers mail to people’s homes.”), and when asked (1) question about a person, object, or place from the text, (name) will verbally answer the question, for (4 of 5) nonfiction reading sessions.

Use Characteristics to Identify Objects

By (date), given (3) objects that are verbally labeled by the teacher and asked to choose which object has a specific physical or performance characteristic, (name) will select the object, for (4 out of 5) object identification activities.

Answer Questions about Details in a Text

By (date), after reading a nonfiction text, when verbally prompted by the teacher (e.g. Teacher says “Tell about something important that you learned from the text.”), (name) will verbally respond with (1) question or statement about the text (e.g. Student asks “I was wondering how bears know when to wake up from hibernation?”) during (3 out of 3) text discussions.

Identify Person from Familiar Text

By (date), after reading a nonfiction text with the teacher, listening to the teacher model (1) question and answer (e.g. “Who is the postal carrier? The postal carrier is the person who delivers mail to people’s homes.”), and when asked (1) question about a person, object, or place from the text, (name) will verbally answer the question, for (4 of 5) nonfiction reading sessions.

Use Characteristics to Identify Objects

By (date), given (3) objects that are verbally labeled by the teacher and asked to choose which object has a specific physical or performance characteristic, (name) will select the object, for (4 out of 5) object identification activities.

Ask/Answer Questions About a Text

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By (date), after reading a nonfiction text, when given a set of questions to answer for a small-group text discussion, (name) will verbally or in written form ask or answer at least (3) questions (e.g. Who, What, When, Why, Where, or How) about text details, during (3 of 3) reading sessions.

Identify Person from Familiar Text

By (date), after reading a nonfiction text with the teacher, listening to the teacher model (1) question and answer (e.g. “Who is the postal carrier? The postal carrier is the person who delivers mail to people’s homes.”), and when asked (1) question about a person, object, or place from the text, (name) will verbally answer the question, for (4 of 5) nonfiction reading sessions.

Use Characteristics to Identify Objects

By (date), given (3) objects that are verbally labeled by the teacher and asked to choose which object has a specific physical or performance characteristic, (name) will select the object, for (4 out of 5) object identification activities.

Refer to Textual Evidence

By (date), after reading a nonfiction text and asked a verbal question about what the text says explicitly, (name) will answer the question in writing by referring to (1) detail from the text in (4 out of 5) nonfiction texts.

Use Nonfiction Texts to Ask Questions

By (date) after reading a grade level nonfiction text (e.g. Titanic), (name) will identify (1) explicit key detail (e.g. People thought the Titanic was “unsinkable”) and (1) implicit key detail (e.g. Captain Smith did not expect the Titanic to have any difficulty sailing) and he/she will use these details to develop (2) questions; (1) factual question with a text reference (e.g. On what page did the text explain the reasons why the Titanic was called “unsinkable?”) and (1) inferential question with a text reference (e.g. “What clues in the text led you to believe Captain Smith was not prepared for an emergency?) in (4 out of 5) writing exercises.

Use Questions to Show Comprehension

By (date), after reading a grade level informational text and given a 2-column table labeled “Questions” and “Answers from Text,” (name) will develop (5) questions in the “Questions” column that demonstrate comprehension (e.g. “Which form of matter has a definite shape?”). (Name) will then trade tables with a peer, and use the text to answer (5) questions developed by the peer in the "Answers from Text" column. (Name) will demonstrate mastery in (4 out 5) trials as measured by questions and responses.

Answer Questions Based on a Text

By (date), immediately after reading a instructional-level text (e.g. graphic novel) of his/her choice, (name) will verbally answer at least (3) WH- questions (e.g. who, what, when, where), provided with the text, with no more than (1) sentence frame per question (e.g. Teacher says "The girl went to the..."), in (4 of 5) reading opportunities.

Understands Stories Read in Class

By (date), after a reader's theater of a story in class, (name) will demonstrate understanding of the story by role playing or acting out the answer for (2) comprehension questions (e.g. "What happens to the main character at the beginning of the story?") for (2 out of 3) stories.

Use Text Details to Make Inferences

By (date), when given a (3-4) paragraph of grade level informational passage (e.g. a science article from National Geographic Kids, (student) will infer the main purpose of the passage, write (2-3) sentences about the main purpose, and underline (3-4) examples and details from text that were used to infer the main purpose, for (2 out of 3) passages for (4 out of 4) inference identifying exercises.

Use Textual Evidence to Support Inferences and Conclusions

By (date), after reading a grade-level, nonfiction text (e.g. a biography of Abraham Lincoln), when given an inference-analysis prompt (e.g. "Use two details from the text to explain how Abraham Lincoln was an honest man."), (name) will write a (3-5) sentence paragraph stating (2) details from the text and explaining how the details support his/her understanding of the inference in (5 out of 5) inference-analysis opportunities.

Refer to Textual Evidence

By (date), after reading a nonfiction text and given a verbal claim about that text, (name) will support the claim by referring to (2) details in writing from the text for (4 out of 5) nonfiction texts.

Answer Questions Based on a Text

By (date), immediately after reading a instructional-level text (e.g. graphic novel) of his/her choice, (name) will verbally answer at least (3) WH- questions (e.g. who, what, when, where), provided with the text, with no more than (1) sentence frame per question (e.g. Teacher says "The girl went to the..."), in (4 of 5) reading opportunities.

Understands Stories Read in Class

By (date), after a reader's theater of a story in class, (name) will demonstrate understanding of the story by role playing or acting out the answer for (2) comprehension questions (e.g. "What happens to the main character at the beginning of the story?") for (2 out of 3) stories.

Quote Textual Evidence

By (date), after reading a nonfiction text and given a verbal claim about the text, (name) will support the claim by writing (2) quoted details from the text for (4 out of 5) nonfiction texts.

Use Quotes From Text to Support Thinking

By (date), after reading a grade-level informational text and given a verbal and visual writing prompt (e.g. Teacher says and writes on board "In approximately 200 words, use two quotes to support an explanation of the author’s purpose"), (name) will use at least (2) direct quotes from the text to support both (1) denotative claim and (1) inferential claim about the text when writing a (2)-paragraph response according to a teacher-created rubric, for (3 of 3) essay responses.

Answer Questions Based on a Text

By (date), immediately after reading a instructional-level text (e.g. graphic novel) of his/her choice, (name) will verbally answer at least (3) WH- questions (e.g. who, what, when, where), provided with the text, with no more than (1) sentence frame per question (e.g. Teacher says "The girl went to the..."), in (4 of 5) reading opportunities.

Understands Stories Read in Class

By (date), after a reader's theater of a story in class, (name) will demonstrate understanding of the story by role playing or acting out the answer for (2) comprehension questions (e.g. "What happens to the main character at the beginning of the story?") for (2 out of 3) stories.

Cite Evidence to Support Analysis

After reading text written at grade level, (name) will support a central idea or key conclusion of the text by using (2 or more) pieces of textual evidence (one explicit, and one implicit) to support their analysis for (4 out of 5) texts.

Identify Evidence for a Text's Claim

By (date), after listening to a read aloud of a familiar text, when given a verbal claim about the text (e.g. Teacher says "How do you know that character A is upset with character B?"), (name) will identify at least (2) pieces of evidence from the text by pointing to a photo answer choice (e.g. photos portraying different scenes in the story) from a field of (4) picture answer choices within (10) seconds of the verbal prompt, for (4 out of 5) story comprehension activities.

Cite Evidence to Support Analysis

After reading a text written at grade level, (name) will support a central idea or key conclusion of the text by using (4 or more) pieces of textual evidence (one explicit, and one implicit) to support their analysis for (4 out of 5) texts.

Identify Evidence for a Text's Claim

By (date), after listening to a read aloud of a familiar text, when given a verbal claim about the text (e.g. Teacher says "How do you know that character A is upset with character B?"), (name) will identify at least (2) pieces of evidence from the text by pointing to a photo answer choice (e.g. photos portraying different scenes in the story) from a field of (4) picture answer choices within (10) seconds of the verbal prompt, for (4 out of 5) story comprehension activities.

Cite Strongest Evidence to Support Analysis

By (date), after reading a grade-level informational text, (name) will analyze the text by writing a (5)-sentence paragraph that states the central idea or key conclusion of the text and uses at least (3) pieces of strongest textual evidence (e.g., two explicit, and one implicit) to support their analysis for (4 out of 5) central idea and details activities.

Identify Evidence for a Text's Claim

By (date), after listening to a read aloud of a familiar text, when given a verbal claim about the text (e.g. Teacher says "How do you know that character A is upset with character B?"), (name) will identify at least (2) pieces of evidence from the text by pointing to a photo answer choice (e.g. photos portraying different scenes in the story) from a field of (4) picture answer choices within (10) seconds of the verbal prompt, for (4 out of 5) story comprehension activities.

Support Claims by Citing Evidence

By (date), after reading a nonfiction text and given a written, multi-step prompt, (name) will respond in writing and include (3) pieces of evidence from the text that support claims for (4 out of 5) nonfiction texts.

Cite Evidence from Informational Texts

By (date), after reading a grade-level informational text, (name) will correctly respond to (3 out of 4) short-answer, analytical questions that require (him/her) to infer information from explicit information in the text (e.g. “In his 2005 commencement speech at Stanford University, what did Steve Jobs mean when he said that getting fired from Apple was "the best thing that could have ever happened" to him?) by writing (3-6) sentences, including (1-2) citations of textual evidence from which each inference is logically drawn to support (his/her) answer, for each question for 3 out of 4 texts.

Use Evidence to Answer a Question

By (date), when asked a who, what, where or when question about a familiar informational text, (name) will choose the answer (e.g. by pointing, stating, using eye gaze) from (3) explicit textual details, for (3 out of 3) informational text analyses.

Cite Evidence to Analyze Informational Texts

By (date), after reading a grade-level informational text, (name) will write an analytical essay of (500) words (e.g. "After reading Amy Tan's 'Mother Tongue,' analyze the author's view on how a person's language skills shape his/her public perception.") that provides (5) citations from the text as logical justification for inferences made about the text and (1) reference to and commentary about a matter that remains uncertain for (3 out of 4) texts.

Cite Textual Evidence to Support Analysis

By (date), after reading a nonfiction text and given a written, multi-step prompt, (name) will write a short response that includes (3) pieces of evidence from the text for (4 out of 5) nonfiction texts.

Use Evidence to Answer a Question

By (date), when asked a who, what, where or when question about a familiar informational text, (name) will choose the answer (e.g. by pointing, stating, using eye gaze) from (3) explicit textual details, for (3 out of 3) informational text analyses.

Referenced Strategies

  • Verbal Prompting

    A verbal prompt is an auditory cue that can be used in the classroom to increase the likelihood that the student will respond appropriately ...

  • Teacher Modeling Academic Task

    Teacher modeling includes explicit instruction on how to complete a task. When tasks are modeled, students learn by multi-sensory observatio...

  • Preferred Topic or Text

    Allowing students to select a preferred topic or text for a project increases engagement and balances the cognitive load when students are l...

  • Guiding Questions

    Guiding questions are questions provided to students, either in writing or spoken verbally, while they are working on a task. Asking guiding...

  • Read Aloud

    Read Aloud refers to presenting written text in an auditory format. The teacher can read aloud to the class or students can take turns readi...

  • Reference Materials

    Reference materials are resources that a student can use when completing academic or social and emotional learning tasks. These materials pr...