Comprehension Questions

Overview

In this second lesson of the unit Literacy Skills for Success, students practise comprehension strategies specifically for science texts by learning how to generate strong, purposeful questions. They apply questioning to body-systems information, building towards clearer understanding and stronger communication in later lessons.

Learning intentions

Students will:

• WALT apply questioning techniques to enhance comprehension of science texts about body systems.
• identify the difference between “surface” and “deeper” questions.
• generate questions that help them find evidence in the text.
• collaborate to clarify ideas using respectful discussion moves.

Success criteria

Students can:

• I can generate 5 science questions about body systems.
• I can label at least 2 of my questions as “deeper” (not just facts).
• I can explain why each question would help me understand the text better.
• I can use evidence cues (e.g., “I need to read about…”) to show where answers might be found.

Curriculum links

• Literacy (Year 8) — students plan, create, and refine texts for communication and purpose (AC9E8LY06; AC9E8LY06_E1–E3 as applicable to drafting and revising ideas through discussion and structured writing).
• Science understanding (Year 8) — students analyse how structures and functions relate in organ systems to explain survival of the individual, using questioning as a tool to access that understanding.
• Science inquiry & investigation processes (as appropriate) — students engage with assumptions and variables when designing thinking tasks, using questioning to “test” understanding of how information connects.

Lesson structure (45 minutes)

1. 0–5 min · Retrieval hook. Teacher reads a short excerpt (audio or print) about a body system; students do a quick “What did I notice?” turn-and-talk.

• Students share one fact they noticed and one thing they are still wondering about.

2. 5–12 min · Explicit teach: question types. Teacher models how good comprehension questions work in science texts:

• Surface questions (What is…? Where is…?)
• Deeper questions (How does… help…? Why would… happen?) Teacher writes a model set of questions on the board and highlights wording that signals deeper thinking.
• Students annotate a printed mini-text with two categories: “surface” and “deeper” next to teacher model questions.

3. 12–20 min · Guided practice: turn wonderings into questions. Using the same mini-text, teacher prompts: “How can we turn this into a question that needs evidence from the text?”

• Students work in pairs to convert 2 wonderings into 4 questions (at least 1 deeper).

4. 20–33 min · Main task: generate 5 questions (body systems). Students independently generate 5 questions from a slightly longer science text (choice of body system: circulatory, respiratory, digestive, nervous—teacher provides matching short passages).

• Students complete a “Question Builder” sheet: each question includes a brief note “What part of the text will help answer this?”

5. 33–40 min · Small-group clarification (differentiation). Teacher forms two to three small groups (3–4 students). Students compare questions and improve one question by adding a reason or a how/why stem.

• Students use sentence starters to discuss: “My question helps because…”, “I changed it by…”, “The text suggests…”

6. 40–45 min · Exit ticket. Students record one best question and a one-sentence justification.

• Teacher collects exit tickets to check question quality and whether deeper stems are used appropriately.

Resources

• Short science passages on body systems (print and audio)
• “Question Builder” worksheet (5 lines for questions + evidence note)
• Sentence starters for deeper questions (How does…? Why does…? What would happen if…?)
• Board/markers or digital slide for model questions
• Audio device or teacher-read script (dyslexia-friendly)
• Coloured highlighters or sticky notes for surface vs deeper coding

Assessment

• Formative check during guided practice: teacher listens for whether students can distinguish question types.
• Formative check during group clarification: teacher notes improvements and use of evidence-cues.
• Exit ticket: evaluate the presence of at least 2 deeper questions and clarity of “what part of the text” link.

Differentiation

• Small-group discussion support: group students with mixed strengths; provide a facilitator role (“question checker”) and structured sentence starters.
• Scaffolded writing for Tier 2: provide question stems and a partially completed model (“I think this will be answered in the part about…”) to reduce cognitive load.
• Dyslexia-friendly options: allow audio-only access to passages; provide recorded summaries and reduce reliance on silent reading.
• Extension (only for confident students): ask them to add a sixth question that includes a cause-effect word (e.g., “because”, “therefore”) and justify it.

Dyslexia-friendly reading options

• Provide the text in two formats: audio + print (same content).
• Offer a teacher read-aloud first, then students read along if able.
• Allow students to use text-to-speech (if available) or a recorded audio version for the main passage.
• Reduce visual strain: use larger font, simple layout, and plenty of spacing on the worksheet.