Dsf consulting Contents Page Introduction 0

Supplementary Questions

7. 
   What did they dig? [ALL]
   They dug . [EN,EM,TR]
   [ditches]
   

33. 
    Where did the water flow? [ALL]
    It flowed to . [EN,EM,TR]
    [areas of the city farther from the river]
    
34. 
    How did the canals help the farmers? [ALL]
    They could . [EN,EM,TR]
    [grow crops even where the river didn’t flow]
    
35. 
    What was King Hammurabi’s and his helpers’ ancient way to collect rain water? [ALL]
    They made the rain water . [EN,EM,TR]
    [run into a reservoir]
    
36. 
    When the rains stopped, what was the reservoir water used for?[ALL]
    It was used for .[EN,EM,TR]
    [drinking or watering crops]
    
37. 
    What happened when people could stay in one place? [ALL]
    The city of ___________________ developed. [EN,EM,TR]
    [Babylon]
    

3. Discussing the Read-Aloud

Comprehension Questions

Core Knowledge Teacher and Student Actions Teachers ask additional comprehension questions. If students have difficulty answering comprehension questions, teachers reread pertinent passages of the text and refer to specific images. Students answer the comprehension questions in complete sentences by restating the questions in their responses. The teacher expands on students’ responses using richer language. Students engage in a pair share in which partners ask each other questions. The teacher asks the class if they have any remaining questions about the text.

AIR Additional Supports ELLs should have an easier time managing these questions because of the supplementary questions that were used in the initial reading of the text. However, asking questions closer to the portions of text where the answers can be found and using sentence starters for ELLs with lower levels of English proficiency will make it easier for ELLs to answer these questions. (See the earlier example in Presenting the Read-Aloud.)