EL Support Lesson

Finding the Details and Asking for Answers

ELs will get a chance to practice their listening and reading comprehension skills as they answer questions about the key details in a read-aloud text. Use as a stand-alone or pre-lesson for the Questions for Comprehension lesson plan.
This lesson can be used as a pre-lesson for the Questions for Comprehension lesson plan.
Grade Subject View aligned standards
This lesson can be used as a pre-lesson for the Questions for Comprehension lesson plan.

Students will be able to ask and answer questions about key details in a read-aloud text.


Students will be able to ask and answer questions about key details from a fiction text with grade level words using written supports.

(2 minutes)
  • Display the read-aloud text for today's lesson to the class.
  • Ask the class if they have ever felt nervous or scared about starting something new. Have them turn and talk to a partner to share out.
  • Explain that today we will be reading a book about somone who is starting her first day at a new school.
(5 minutes)
  • Before beginning the read-aloud, explain that during today's reading lesson you will be focusing on asking and answering questions.
  • Remind students that we ask questions to find out more about something. Introduce or review the tiered vocabulary words using the vocabulary cards and glossary.
  • Tell students that sometimes we refer to question words as the "5 W's" because the words who, what, why, when, and where all begin with the letter W.
  • Write up sentence starters that include each of the 5 W's on a classroom anchor chart titled, "Question Starters" for students to reference.
  • Have students practice using one of the 5 W's in a question sentence to a partner, asking about their morning (e.g. What was the first thing you did this morning?).
(10 minutes)
  • Read aloud a few pages of the text First Day Jitters.
  • Pause and ask students to think about what they have heard so far. Ask guiding questions, such as:
    • Who is the story about?
    • How is the character feeling?
    • How do you know?
  • Then ask students to make a prediction of what they think will happen next in the story. Have students share their prediction with a peer.
  • Read the remainder of the story.
  • Ask students to share if their prediction was true. If not, did something happen that surprised them at the end of the book?
(15 minutes)
  • Explain that now students will get a chance to ask two more questions about the text.
  • Display the So Many Questions worksheet and demonstrate how students can use the worksheet to write additional questions about the text. For example: "Why was the main character nervous? Who were the other characters in the class?"
  • Remind students that good questions are open ended, meaning that they cannot be answered with a simple yes/no, and might be answered in a variety of ways. To check for understanding, give a few yes/no questions to the class and ask if they are good questions and why or why not.
  • Pass out the worksheets for students to complete independently.


  • Provide students with sentence frames that include who/what/where/why/how to utilize as they write their questions about the text.
  • Pair students up with a partner to collaboratively write questions for the text.
  • Allow students to share their questions with a partner aloud before writing them down on their worksheet.
  • Provide simple sentence starters for their questions (e.g., "Why would...")


  • Have students trade questions with a partner and verbally share their answers to each question. Have students record their answers as time allows.
(6 minutes)
  • Have students work in partnerships to ask and answer some of the questions they had about the text. Have them ask their partner the questions aloud and write the answers down if time allows.
  • Assess student understanding by listening to the questions they come up with in the beginning of the lesson. Are students able to formulate appropriate questions with the scaffolds provided? Why or why not?
  • Collect student work samples and assess if students were able to ask open ended questions using the classroom anchor chart for support.
(2 minutes)
  • Have students share out if their questions or answers were different or the same as their partners.

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