Literacy Training Fall 2019

What: The Self-Generated Questions (SGQs) Strategy is an evidence-based routine that teaches students to monitor their reading comprehension by stopping intermittently to ask different kinds of questions about key information in the text, determine how the information is related, and use text evidence to support their responses.

Why: The SGQs strategy has been shown to be effective with middle school students in general education content classes, reading intervention classes for students who have reading disabilities, and classes for English learners (Vaughn et al., 2006). It can be used across content domains such as English Language Arts, Science, and Social Studies. The SGQs strategy promotes self-monitoring during reading, increases reading comprehension, text connections, and retention of important concepts and details (Vaughn et al., 2011).

How: CALI Reads participants will learn how to instruct students to use the SGQ strategy through the online training module via CALI Learns.

Who: The SGQ Training Program is available for CALI Reads Participants in fall 2019. The Training Program will be made free to the public in the spring 2020 through the CALI Reads Learning Library.

When: Fall 2019

• digiCOACH SGQ walkthrough tool
• Teacher Planning Sheet
• Student Cue Cards
• Student Question Log

Use the Self-Generated Questions (SGQ) Walkthrough Tool to identify key instructional components. The tool defines 12 Instructional Look Fors classified by three categories: Lesson Design, Tools & Resources, and SGQ strategy components. The SGQ Walkthrough Tool can be used to guide SGQ lesson planning or as a tool when conducting a SGQ lesson Walkthrough. This tool is available in paper form by downloading the pdf or digitally through the digiCOACH app - free to CALI Reads participants.

IRIS Center

Middle School Matters

Meadows Center

IRIS Center Interview with S. Vaughn

References

Vaughn, S., & Edmonds, M. (2006). Reading Comprehension for Older Readers. Intervention in School and Clinic, 41(3), 131–137.
https://doi.org/10.1177/10534512060410030101

Vaughn, S., Wexler, J., Roberts, G., Barth, A. A., Cirino, P. T., Romain, M. A., … Denton, C. A. (2011). Effects of Individualized and Standardized Interventions on Middle School Students with Reading Disabilities. Exceptional Children, 77(4), 391–407.
https://doi.org/10.1177/001440291107700401

Relevant Common Core State Standards: Anchor Standards for Reading

CCSS.ELA-Literacy.CCRA.R.1 Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.

CCSS.ELA-Literacy.CCRA.R.2 Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.

CCSS.ELA-Literacy.CCRA.R.10 Read and comprehend complex literary and informational texts independently and proficiently.