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Support Materials for Students with Special Education Needs
English K–6
R
eading
• Self-monitoring, for example:
– ‘Is there anything I don’t understand?’ ‘Do I need to ask for help?’
– ‘Have I found all the information I need?’
– ‘Have I found the answers to the questions I have?’
After reading
• checking understanding, re-reading sections of text if required.
Teacher questioning
Purpose:
Teachers use questioning to guide and monitor students’ learning. Teachers should
ensure that students are able to answer questions at each level of comprehension.
Questions may assist students to:
• activate their prior (background) knowledge
• identify a purpose for reading
• focus their attention on the main idea
• think actively and monitor their comprehension
• review content and relate what they learn to what they know.
IMPLEMENTATION
Questioning for levels of comprehension
Level of comprehension Example stems
Example questions
Literal
Who, When, Where, What,
Sequence of events
Who stole the bread?
What did the traveller
do after he arrived?
What happened after
he found the key?
Inferential
How, Why, In what ways,
What if
How do you know the
character was hungry?
Why was the girl
always late?
Evaluative
Imagine, Predict, What do
you think, In what ways
What is it the author
concluded?
Where have you seen
this type of text
organisation before?
Is it evidence or opinion?
Is the conclusion based
on the evidence?