Academic+Intervention+Sheet+ +Answering+Wh +questions

Answering Wh- Questions
Inclusion PD Now! www.provenancesolutions.com 2010 THE MASTER TEACHER, Inc.
Intervention Sheet
How important is comprehension in learning to read?

Since comprehension is the ultimate goal in the process of reading, comprehension work should be an element of every balanced reading or literacy program. Research reveals that 5 to 10 percent of schoolaged students may have difficulty with comprehension while having no difficulty with decoding or reading individual words. Sometimes these students may not appear to be far behind peers of the same age in the early grades when word decoding skills are a curricular focus. However, if the underlying language deficits do exist and are not identified and appropriately addressed, students with comprehension problems may experience a 4th grade slump or later emerging reading deficits (Catts, Adlof, & Weismer; 2006).
Sources: Catts, H., Adlof, S., and Weismer, S. (2006). Language deficits in poor comprehenders: A case for the simple view of reading. Journal of Speech, Language, and Hearing Research, 49(2), 278-293. Nation, K., and Snowling, M. (1998). Individual differences in contextual facilitation: Evidence from dyslexia and poor reading comprehension. Child Development, 69(4), 996-1011.
Wh- Question Comprehension

Students who have success with comprehension understand the underlying meaning of different question forms. Teachers assess a students ability to comprehend text read silently, orally, or aloud by another person by asking Wh- questions (who, what, when, where, why). When answering questions, a student must understand the meaning of each question form and quickly discriminate between the question types. When a student is asked a who question, he or she must be able to quickly comprehend that who means a person versus a when question which means a date, month, year, or time of day. Students who have difficulty with the comprehension of text may have language deficits in understanding the meaning of and discriminating between different forms of Wh- questions. Studies have found that students with underlying language impairments and poor comprehension not only had difficulty answering questions after reading the text, but they had the same difficulty answering questions when the text was read aloud to them (Nation & Snowling, 1998). Therefore, its important to find out whether there may be underlying language issues.
Pattern of Comprehension Development

Comprehension begins at birth and continues to develop over a lifetime, but its development for academic purposes begins in kindergarten. By three years of age, a child is beginning to understand and can answer simple questions within the environment. For example, if the mother and child are making cookies together and the mother asks, What are we making? most 3 year olds can readily answer cookies. Or if the family is on a road trip to visit grandparents and the dad asks Where are we going? the child will respond Nana and Papas. As preschoolers enter the school world, the language demands increase and the child is expected to answer question forms to show comprehension of pictures and grade level text. The first type of question students are expected to comprehend and answer in the educational setting are question forms such as who, what, where, and when. This type of question is explicit, meaning the student can answer the question by looking at the picture or reviewing the text to find the correct answer. (Example Teacher: What animal is trying to find honey? Student: A bear.) These question types usually have only one correct response. Later-developing question forms involve the student using verbal reasoning skills to predict, infer, problem solve, or draw conclusions. Many of these questions begin with how and why and are termed implicit questions. (Example Teacher: Why do you think the bear is looking for honey? Student: He was hungry; his mom sent him to get it; so his family could eat it.) Many times, these questions will have logical answers, and there may be more than one correct response. Students who have difficulty answering explicit questions usually have difficulty mastering implicit question forms. Progress Monitoring: For a student who is struggling with answering Wh- questions, begin implementing the ideas on the next page to help him or her learn to distinguish the types of questions. To monitor progress, use the sheets that follow to record baseline, practice, and posttest data for each student.
2010 THE MASTER TEACHER, Inc.
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Answering Wh- Questions

Inclusion PD Now! www.provenancesolutions.com
Intervention Sheet
What do I do first?
Before asking questions, review the meaning of each question form. Use cards with the name of each question form as a visual support. When you are asked a who question, it means you will give information on a person. What does a who question mean? When you are asked a what question, it means you will give information on an action or thing. What does a what question mean? When you are asked a where question, it means you will give information on a place. What does a where question mean? When you are asked a when question, it means you will give information on time: time of day, a day, a month, a year, or a season. What does a when question mean? During the teaching phases, you should vocally emphasize the question form when asking a question to increase the students auditory attention to the type of question form being asked. Examples: Who picks up your trash every week? Where do you keep your dishes? You should NOT use this intervention or strategy when collecting baseline, progress monitoring, and posttest information.
Intervention Ideas for Wh- Questions

1. For a student with very poor comprehension of Wh- questions, start with activities focusing on only one question form at a time.
Day 1 Introduce and practice who questions only. Day 2 Review who questions, then introduce and practice what questions. Day 3 Review who questions, then what questions, then mix who and what questions to informally assess comprehension of the two question forms. Day 4 Introduce and practice where questions only. Day 5 Review where questions, then introduce and practice when questions. Day 6 Review where questions, then when questions, then mix where and when questions to informally assess comprehension of the two question forms. Day 7 Review all question forms, then mix question forms.
front of the student and have him or her pair the correct picture with his or her response when a question is asked. Put cards with the headings who, what, when, and where on the table and have the student sort the cards under the appropriate question form card. Start with 4 pictures in each set and increase the number of pictures as the student becomes proficient at this activity. Pictures in Set 1: sun, nurse, clock showing noon, truck behind a couch What is something you see in the sky? Who can give you a shot? When do you eat lunch? Where is the toy? Pictures in Set 2: night sky, ice cream, library, policeman When do we go to bed? What can you eat with a spoon? Where do you go to check out books? Who can give a speeding ticket?
2. Use picture cards as visual cues to aid in question comprehension. Put the cards in
3. Asking a student to answer questions in complete sentences will reinforce comprehension as well as expressive language skills.
Teacher: Who drives a dump truck? Student: A construction worker drives a dump truck. Teacher: What do you wear in the pool? Student: I wear a swimsuit in the pool. Teacher: Where does mom keep her wallet? Student: Mom keeps her wallet in her purse. Teacher: When do you put on pajamas? Student: I put on pajamas before I go to bed.
4. Use any ability level texts or passages to practice comprehension skills using the
Student answers questions about a passage read aloud to him or her. Student answers questions about a passage read aloud to another person. Student answers questions about a passage read aloud to self. Student answers questions about a passage read silently to self.
following hierarchy. Begin with very short passages (2 to 3 sentences) and proceed to longer passages as the child becomes more proficient.
Answering Wh- Questions Prior Knowledge and Experience Who and What
Ask the student each of the following sets of questions. Write (+) for a correct response and (0) for an incorrect response. Provide no cues and do not teach any answers the first and last time you ask the set of questions because this data will be used for baseline and posttest information. After the first day, you should provide the appropriate answer if the students response is incorrect. Talk to the student about each incorrect answer to build background knowledge. Present the questions in a different order each day that you take data. Accept any appropriate response. Who Questions Dates:
Who takes care of cows? (farmer) Who teaches you at school? (teacher) Who puts out fires? (fireman) Who paints pictures? (artist, painter) Who makes your lunch? (cook, mom) Who cleans the school? (custodian) Who works in a restaurant? (waiter) Who helps sick people? (doctor) Who cleans teeth? (dentist) Who checks out books? (librarian)
Baseline
Progress Monitoring
Posttest
Totals:
/10
/10
/10
/10
/10
/10
What Questions Dates:

What do you wear on your hands when its cold? (gloves, mitten) What do you do when you are tired? (go to bed, go to sleep, rest) What does a policeman do? (keep us safe, arrest criminals) What sound does a pig make? (oink, grunt, squeal) What grows in a garden? (flowers, vegetables, specific vegetables) What can be driven? (car, truck, bus) What color is grass in the summer? (green) What do you do when you are sad? (cry) What is a round toy? (ball, Frisbee) What do you do when wearing tennis Shoes? (run, walk, play)
Baseline
Progress Monitoring
Posttest
Totals:
/10
/10
/10
/10
/10
/10
Answering Wh- Questions Prior Knowledge and Experience Who and What
Ask the student the following teacher-developed questions. Write (+) for a correct response and (0) for an incorrect response. Provide no cues and do not teach any answers the first and last time you ask the set of questions because this data will be used for baseline and posttest information. Present the questions in a different order each day that you take data. Accept any appropriate response. Who Questions Dates: Baseline Progress Monitoring Posttest
Totals:
/10
/10
/10
/10
/10
/10
Baseline
Progress Monitoring
Posttest
Totals:
/10
/10
/10
/10
/10
/10
Answering Wh- Questions Prior Knowledge and Experience Where and When
Ask the student each of the following sets of questions. Write (+) for a correct response and (0) for an incorrect response. Provide no cues and do not teach any answers the first and last time you ask the set of questions because this data will be used for baseline and posttest information. After the first day, you should provide the appropriate answer if the students response is incorrect. Talk to the student about each incorrect answer to build background knowledge. Present the questions in a different order each day that you take data. Accept any appropriate response. Where Questions Dates:
Where do you go when you are very sick? (doctor, hospital) Where do you go when you dont want to eat at home? (restaurant) Where do you go when you want to learn? (school) Where do you go when you want to see many wild animals? (zoo) Where do you go to buy milk, bread, and other food? (grocery store) Where do you go to eat lunch at school? (cafeteria, lunchroom) Where do you go to watch a movie and eat popcorn? (theater) Where do you go to buys stamps and mail letters? (post office) Where do you go to play in the water? (beach, swimming pool, bathtub) Where do you put your dirty dishes? (in the sink, dishwasher)
Baseline
Progress Monitoring
Posttest
Totals:
/10
/10
/10
/10
/10
/10
When Questions Dates:

When do you sleep? (at night) When do you eat? (when hungry) When do you see fireworks? (July 4) When do you wear shorts? (in summer) When do you get presents? (birthday) When do you answer the phone? (when it rings, when someone calls) When do you need a backpack? (when I go to school, on school days) When do you put your clothes in the laundry? (when dirty, when changed) When do you eat breakfast? (in the morning) When do kids trick or treat? (on Halloween)
Baseline
Progress Monitoring
Posttest
Totals:
/10
/10
/10
/10
/10
/10
Answering Wh- Questions Prior Knowledge and Experience Where and When
Ask the student the following teacher-developed questions. Write (+) for a correct response and (0) for an incorrect response. Provide no cues and do not teach any answers the first and last time you ask the set of questions because this data will be used for baseline and posttest information. Present the questions in a different order each day that you take data. Accept any appropriate response. Where Questions Dates: Baseline Progress Monitoring Posttest
Totals:
/10
/10
/10
/10
/10
/10
Baseline
Progress Monitoring
Posttest
Totals:
/10
/10
/10
/10
/10
/10
Answering Wh- Questions Prior Knowledge and Experience Familiar and Novel
Ask the student each of the following sets of questions. Write (+) for a correct response and (0) for an incorrect response. Provide no cues and do not teach any answers the first and last time you ask the set of questions because this data will be used for baseline and posttest information. After the first day, you should provide the appropriate answer if the students response is incorrect. Talk to the student about each incorrect answer to build background knowledge. Present the questions in a different order each day that you take data. Accept any appropriate response. Mixed Questions Familiar Dates:
When do you eat? (when hungry) Where do you go when you want to see many wild animals? (zoo) Who cleans the school? (custodian) What do you do when you are tired? (go to bed, go to sleep, rest) Where do you go to buy stamps and mail letters? (post office) Who cleans teeth? (dentist) When do you put your clothes in the laundry? (when dirty, when changed) What can be driven? (car, truck, bus) When do you eat breakfast? (in the morning) What do you wear on your hands when its cold? (gloves, mittens)
Baseline
Progress Monitoring
Posttest
Totals:
/10
/10
/10
/10
/10
/10
Mixed Questions Novel Dates:

When do you wear a heavy coat and a hat? (in winter) Where do you put your clean clothes? (dresser, drawers, closet) Who flies a plane? (pilot) What flies in the sky? (kite, plane) Where would you see a menu and a waitress? (restaurant) Who cuts mens hair? (barber) When do you do your homework? (after school) What do cowboys ride? (horse) When do you get a drink? (when I am thirsty) What has a crust? (bread, pizza, pie, sandwich)
Baseline
Progress Monitoring
Posttest
Totals:
/10
/10
/10
/10
/10
/10
Answering Wh- Questions Prior Knowledge and Experience Familiar and Novel
Ask the student the following teacher-developed questions. Write (+) for a correct response and (0) for an incorrect response. Provide no cues and do not teach any answers the first and last time you ask the set of questions because this data will be used for baseline and posttest information. Present the questions in a different order each day that you take data. Accept any appropriate response. Mixed Questions Familiar Dates: Baseline Progress Monitoring Posttest
Totals:
/10
/10
/10
/10
/10
/10
Mixed Questions Novel Dates:
Baseline
Progress Monitoring
Posttest
Totals:
/10
/10
/10
/10
/10
/10
Answering Wh- Questions Answering Single Wh- Questions About Simple Sentences
Read each sentence and question to the student. Write (+) for a correct response and (0) for an incorrect response. Provide no cues and do not teach any answers the first and last time you ask the set of questions because this data will be used for baseline and posttest information. After the first day you should provide the appropriate answer if the students response is incorrect. Talk to the student about each incorrect answer given to build background knowledge. Present the questions in a different order each day that you take data. Who Questions Dates:
The baby is playing with the blocks. Who is playing with the blocks? Nobody is eating lunch right now. Who is eating lunch right now? My grandma gave me some new books. Who gave me new books? Our principal is walking down the hall. Who is walking down the hall? Tony forgot to bring his backpack home. Who forgot his backpack? Aunt Mary bakes the best cookies! Who bakes the best cookies? My neighbor is buying a new car today. Who is buying a new car? My doctor needs to give me a shot. Who needs to give a shot? Anna likes to play computer games. Who likes to play computer games? Casey is wearing his favorite shirt. Who is wearing his favorite shirt?
Baseline
Progress Monitoring
Posttest
Totals:
/10
/10
/10
/10
/10
/10

Lindsey is wearing green boots on her feet. What is Lindsey wearing? Sammy is climbing the tree in the yard. What is Sammy doing? I can see three stars shining in the night sky. What can I see? The cow gives the farmer milk each morning. What does the cow give? Too many students are talking in class. What are the students doing? I rode a taxi to the airport and back. What did I ride to the airport? The boys wagon is full of dirt and rocks. What is in the wagon? My Grandpas car has a big dent. What has a dent? Robbie bounced the ball on the sidewalk. What did Robbie bounce? Megs tennis shoes are covered with mud. What is on Megs shoes?
Baseline
Progress Monitoring
Posttest
Totals:
/10
/10
/10
/10
/10
/10
Read each sentence and question to the student. Write (+) for a correct response and (0) for an incorrect response. Provide no cues and do not teach any answers the first and last time you ask the set of questions because this data will be used for baseline and posttest information. After the first day you should provide the appropriate answer if the students response is incorrect. Talk to the student about each incorrect answer given to build background knowledge. Present the questions in a different order each day that you take data. Where Questions Dates:
Joe is going to the grocery store to buy some milk. Where is Joe going? I rode my new bike around the block. Where did I ride my bike? Carol will meet me at the new city library. Where will Carol meet me? Mom puts my clean clothes in the closet. Where does Mom put clothes? Lori found her crayons under the couch. Where were Loris crayons? Jenny put the stamp on the envelope. Where did Jenny put the stamp? We put the milk jug in the recycling bin. Where did we put the milk jug? Our class has a field trip to the art museum. Where was our field trip? I stood on a chair to get a cup off the top shelf. Where was the cup? Connor put his books inside the desk. Where did Connor put his books?
Baseline
Progress Monitoring
Posttest
Totals:
/10
/10
/10
/10
/10
/10

Tomorrow Mike will go to the dentist. When will Mike go to the dentist? I am going to eat spaghetti for dinner. When will I eat spaghetti? During recess, I need to stay in and do math. When will I do my math? My mom only lets us wear shorts in summer. When do we wear shorts? For his 3rd birthday, Blaine got a new toy car. When did Blaine get a toy car? Next Saturday, Sue will play in a soccer game. When will Sue play soccer? Nick will go to Matts house after school. When will Nick go to Matts? When I calm down, I will say Im sorry. When will I say Im sorry? Bennett was born in the year 2001. When was Bennett born? In March, Christie is going to go to Iowa. When will Christie go to Iowa?
Baseline
Progress Monitoring
Posttest
Totals:
/10
/10
/10
/10
/10
/10
Read each sentence and question to the student. Write (+) for a correct response and (0) for an incorrect response. Provide no cues and do not teach any answers the first and last time you ask the set of questions because this data will be used for baseline and posttest information. After the first day you should provide the appropriate answer if the students response is incorrect. Talk to the student about each incorrect answer given to build background knowledge. Present the questions in a different order each day that you take data. Mixed Questions Set 1 Dates:
I am never hungry late at night. When am I never hungry? When Chris is mad, he wont talk to me. Who wont talk when mad? It makes Kurt sad to see stray dogs. What makes Kurt sad? Jared is going to Texas for Christmas. When is Jared going to Texas? Olivia hid her money under her toy box. Where did Olivia hide money? I gave 2 of my cookies to Alice. Who did I give the cookies to? Jana will be a surgeon when she grows up. What will Jana be? Aaron found a 5 dollar bill in his back pocket. Where did Aaron find money? November is the month we have Thanksgiving. When is Thanksgiving? My dogs love to be outside every day. Where do my dogs love to be?
Baseline
Progress Monitoring
Posttest
Totals:
/10
/10
/10
/10
/10
/10
Mixed Questions Set 2 Dates:

Dave has two shiny coins in his pocket. Where are the coins? At 2:00, Ill watch my favorite TV show. When will I watch the show? The actor let Lisa take his picture. Who took the picture? This afternoon we will fly kites at the park. What will we do at the park? Fred will go to Grandmas for lunch today. Who will feed Fred lunch? I learned how to speak Spanish last year. When did I learn Spanish? Fall is my favorite season of the year. What is my favorite season? Taylor is the last person in line for the movie. Where is Taylor standing? Crackers are Karens favorite snack. What is Karens favorite snack? The zookeeper fed the big animals first. When were the big animals fed?
Baseline
Progress Monitoring
Posttest
Totals:
/10
/10
/10
/10
/10
/10
Answering Wh- Questions Answering Multiple Wh- Questions About Complex Sentences
Read each sentence, and then ask the student each of the questions related to the sentence. To reinforce expressive language skills, prompt the student to answer in a complete sentence. (Teacher: Who is taking me to the movie? Student: My mom is taking me to the movie.) Write (+) for a correct response and (0) for an incorrect response. Provide no cues and do not teach any answers the first and last time you ask the set of questions because this data will be used for baseline and posttest information. Present the sentences in a different order each day that you take data. Sentences/Questions Set 1 Dates: What are we going to do? Who is taking me to the movie? Where is the theater? When are we going to the movie? When Justin was ten years old, his cousin Lee taught him how to skateboard in the park. What did the boy learn to do? Where did he learn to skateboard? When did he learn to skateboard? Who taught him? Jane will bring all her money when she goes on a trip to Disneyland with her parents next summer. Who is going on a trip? Where is she going? When is she going to Disneyland? What will she bring with her? Last Saturday, three tiny, white dogs were chasing a scared little boy down the path behind my house. What size were the dogs? Who were they chasing? Where was the path? When did the dogs chase the boy? My friends are going to have a surprise party at the bowling alley for their dad on his 40th birthday. What kind of party will there be? When will Dads party be? Who is having the party? Where will the party be? Total: /20 /20 /20 /20 /20 Baseline Progress Monitoring Posttest
Tomorrow morning my mom is going to take me to see a movie at the brand new theater downtown.
Answering Wh- Questions Answering Multiple Wh- Questions About Complex Sentences
Read each sentence, and then ask the student each of the questions related to the sentence. To reinforce expressive language skills, prompt the student to answer in a complete sentence. (Teacher: Who is taking me to the movie? Student: My mom is taking me to the movie.) Write (+) for a correct response and (0) for an incorrect response. Provide no cues and do not teach any answers the first and last time you ask the set of questions because this data will be used for baseline and posttest information. Present the sentences in a different order each day that you take data. Sentences/Questions Set 2 Dates: What are the boys going to do? Who is Alans friend? Where are they going to play? When can Alan go to Davids house? The stamps that Ellen has been collecting since 5th grade from her Grandmothers letters are in the blue notebook. What does Ellen collect? Where does she keep them? When did she start collecting stamps? Who sends Ellen the letters? During the winter, I love to snuggle up in my favorite chair by the fireplace and read the books my Aunt Robin gives to me. Who gives me the books? Where do I read the book? When do I love to read the books? What do I sit in? Katie decided to wear her bright orange sweater when she went to the zoo with her babysitter on Sunday afternoon. What color was the sweater? Who did the babysitter take with her? Where did Katie and the babysitter go? When did they go to the zoo? My teacher says that next month during science class, we will study about snakes that live in the U.S. What will we be studying? When will we study about snakes? Who told us we would study snakes? Where do the snakes that we will study live? Total: /20 /20 /20 /20 /20 Baseline Progress Monitoring Posttest
Alan has lots of homework to do after school before he can play basketball at Davids house.

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Answering Wh- Questions

Inclusion PD Now! www.provenancesolutions.com 2010 THE MASTER TEACHER, Inc.

How important is comprehension in learning to read?

Wh- Question Comprehension

Pattern of Comprehension Development

Answering Wh- Questions

2010 THE MASTER TEACHER, Inc.

Intervention Ideas for Wh- Questions

What Questions Dates:

2010 THE MASTER TEACHER, Inc.

What Questions Dates:

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When Questions Dates:

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When Questions Dates:

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Mixed Questions Novel Dates:

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Mixed Questions Novel Dates:

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What Questions Dates:

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When Questions Dates:

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Mixed Questions Set 2 Dates:

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2010 THE MASTER TEACHER, Inc.

2010 THE MASTER TEACHER, Inc.

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