Literacy Training Fall 2019




Self-Generated Questions (SGQs) Strategy

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).


E-Learning Module *Free

Each CALI Reads E-learning module contains several courses and all together takes ~2-3 hours to complete. Use the E-learning module to learn about an evidence-based practice you can use in the classroom to support adolescent literacy.

Self-Generated Questions overview
This course overviews to the Self-Generated Questions strategy.

Self-Generated Questions Level 1:
This course demonstrates how to teach students to self-generate Level 1 or Right There questions.

Self-Generated Questions Level 2
This course demonstrates how to teach students to self-generate Level 2 or Putting It Together questions.

Self-Generated Questions Level 3
This course demonstrates how to teach students to self-generate Level 3 or Making Connections questions.

Self-Generated Questions Level 1 through Level 3 & Differentiation
This course reviews the Self-Generated Questions (SGQs) strategy and introduces tips for differentiation.






Self-Generated Questions Walkthrough Tool

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.

Self-Generated Questions digiCOACH Edition


Other Related Resources

IRIS Center

Middle School Matters

Meadows Center



Vaughn, S., & Edmonds, M. (2006). Reading Comprehension for Older Readers. Intervention in School and Clinic, 41(3), 131–137.

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.


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.

CALI Reads is a project funded by the Office of Special Education in partnership with the California Department of Education, Special Education Division. The project is coordinated and administered through the

Napa County Office of Education
1450 Technology Lane, Suite 200 Petaluma, CA 94954
Fax: 707-762-1438 | e-mail:

Napa County Office of Education
U.S. Offic of Special Education Programs
California Department of Education

The contents of this website were developed under a State Personnel Development Grant (SPDG) from the US Department of Education (CALI/Award #H323A170011), Project Officer, However, the contents of this site not necessarily represent the policy of the US Department of Education and no assumption of endorsement by the Federal government should be made.


Last updated: 06/07/2021