Students will be able to ask and differentiate between recall questions and inferential questions while they read.
The adjustment to the whole group lesson is a modification to differentiate for children who are English learners.
Tell students that strong readers ask themselves questions as they read (e.g., "We are all exercising our reading muscles and today we are going to practice asking questions while we read.").
Explain that we ask questions for many reasons. Some questions help us choose a book to read. Some help us think about a book we’ve finished reading. We ask questions when we are curious or confused. Asking questions can help us make predictions, discover cause and effect, or make inferences. Today we are going to explore two types of questions, and we are going to rely on the text to help us create them and then answer them.
Have a word wall available with definitions in English or students' home language (L1) for the following words: "question," "curious," "confused," "prediction," "inference," "cause," and "effect." The word wall should have a visual to go with it if possible.
Have ELs join in partnership with other ELs who speak the same language (if applicable) or with supportive non-ELs. Have students describe, either in English or their home language (L1), a time when they asked a question when they read a book or saw a movie. If needed, provide the sentence frame, "A question I asked when I read/saw ____________ was ____________." Model an example of this sentence frame with a known movie or book the whole class is familiar with.