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Students will be able to ask and answer questions about key details in a text.
- Introduce the book the class will be reading.
- Let the students know they will be working on asking questions about key details in the story in order to improve their understanding of what they read.
- Tell them that good readers ask questions before they read, as they read, and after they read. That is how a good reader knows the meaning of what he reads.
- Remind them that using question words is one of the ways we can improve in understanding what we read. When readers get confused, they stop and ask questions to make sure they understand before reading more.
- Question words are words such as who, what, when, where, why, and how.
- Ask the students about how to answer each of the question words. You can guide them by letting them know that "who" can be answered with the name of a person, for example.
- Preview the book to the class prior to the start of the lesson.
- Write up a variety of questions and post them on the board. Share them with students to help them identify what a question sounds like.
- Model how to answer different kinds of questions using student volunteers.
- Provide sentence starters for students to utilize as they practice answering questions.
Explicit Instruction/Teacher modeling(5 minutes)
- Tell students that you'll show them why the book you chose is so special. Tell them that you will highlight key details in the story as you read.
- Say, "As I read, you will see something different about this book. When we get to the special parts of the book, instead of blurting out, be sure to raise your hand to let me know you see something special. Then, we will talk about it."
- Ask students to raise their hand to ask a question to clarify information they do not understand. For instance, if they think the picture does not make sense given the story, they should ask about it (e.g., "Why would...?)
- Have students look at your book and make a prediction to a partner of what makes the book special.
- Display the book to the class as you read it aloud.
Guided Practice(15 minutes)
- Following the Basic Reading Comprehension activity instructions, begin reading to the class and allow the students to see the pages, so they will be able to see the sticky notes tucked inside.
- When a sticky note is reached, stop to read it.
- Give the students a few minutes to answer and discuss the question on the sticky note before moving on.
- Continue until the book has been read.
- Pair students up with a sympathetic non-EL to support their understanding. Encourage students to pair-share their ideas about the sticky notes before discussing as a class.
- Model how to answer open-ended questions by thinking aloud and sharing your process with the class.
Independent working time(15 minutes)
- Following the Questions, Anyone? activity instructions, tell the students, "You just answered the questions we found in the book. Now you will come up with questions for the book we just read. You will have a little help in determining which question to ask."
- Bring out a Wh- Spinner. Tell students that they'll each spin it four times. Whatever question word the spinner lands on, the student will be responsible for writing a question about the story that begins with that question word.
- Have students work on the activity in pairs.
- Pre-pick partners so that each EL is supported.
- Provide pre-written question starters for students to utilize during the activity.
- Post the pre-written sentence starters for students to utilize as they fill out their worksheet.
- Display a word bank of additional question words for students to use.
- For advanced students, add the words "how" and "why" to the Wh- Spinner to allow more higher-level questions. Allow paired students to pick their own book to write questions about.
- Provide struggling students with specific, simple passages to ask questions about. Write down the questions for students who have difficulty writing.
- Move around the room during Independent Working Time and observe students as they work to assess their understanding of the lesson content.
- Encourage and assist students to write questions that use higher-level thinking.
- Distribute copies of the writing checklist and have students use it to assess their own work.
- Assess student understanding by listening to students as they share answers to questions during the read-aloud and as they brainstorm with partners later in the lesson. Are students able to use the 5 W's accurately?
- Check that students understand the difference between a simple yes/no question and one that requires more complex thought and discussion.
Review and closing(5 minutes)
- Review the work the students did by reading aloud a few of the questions students wrote.
- See if the class can answer these questions.
- Have students trade their questions with a partner and then share their answers to one another's questions.
- Pose student questions to the group and allow for whole group discussion of interesting open-ended questions.