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Who, When, What, Where, Why, and How?
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Students will be able to answer who, when, where, how, why, and what questions to show understanding of key details in a text.
- Ask your students if they know what the 5 W's are. Write them on the board if they come up with the correct answer. Add the ones that they didn't come up with on the board.
- Give examples of each from a story that you have recently read in class.
Beginning: Have ELs turn to a partner to repeat the 5 W's.
Intermediate: Have ELs turn to a partner to give examples from a book read in class. Provide a sentence frame, such as, "In ____, the who was ____."
Explicit Instruction/Teacher modeling(15 minutes)
- Ask your students to come up with a question for each of the 5 W's and write them in their notebooks.
- Instruct your students to come up with a "how" question, as well. For example: How did the main character solve the conflict?
- Set the timer to five minutes.
- Instruct your students to share at least one question that they wrote with the class.
Beginning: Pair ELs with sympathetic non-ELs for discussion.
Intermediate: Have students turn and talk to seat partners to share their questions.
Guided Practice(20 minutes)
- Give your students the 5 W's worksheet to complete with a partner.
- Go over the worksheet with your students as a class.
- Remind your students to write their answers in full complete sentences.
Beginning: Provide sentence frames for each question. For example: "The dogs love to ____, ____, and _____."
Intermediate: Provide sentence stems for each question. For example: "This story takes place ____."
Independent working time(30 minutes)
- Ask your students to read the The Ugly Duckling worksheet.
- Ask your students to answer the 5 W's and "how" questions about the reading in their notebooks. For example: Who are the characters in the story? When and where does it take place? How is the Ugly Duckling different from the other ducklings?
- Provide a student glossary for new vocabulary in the story.
- Allow ELs to read with a partner.
Intermediate: Have students circle any new or difficult vocabulary. Then, define the words before they begin reading.
Enrichment: Ask your students to complete the Fill In The Story worksheet. Instruct your students to finish the story. After that, ask them to write a question and answer for each W and "how" for the story.
Support: Ask your students about a story that they have read. Ask them the 5 W's and "how" about the story. Explain to your students that a good story always answers the 5 W’s and "how" questions. Instruct your students to pair with a partner and read any story book from the class library. Have them write questions for each other to answer.
As you introduce the words, project the words and examples using a document reader or smartboard.
- Direct your students to read the Stone Soup worksheet.
- After that, ask your students to take out a sheet of paper to answer the 5 W's and "how" questions about the story. For example: Where does the story take place? How many hungry men go looking for ingredients to make a delicious soup? What is the name of the soup that the two men in the story are cooking? Who do the old men meet on their way looking for food? Why did the villager give the two old men ingredients for their soup?
- Provide oral directions in simplified sentences and ask them to repeat the instructions.
- Use the example sentences to provide written sentence frames for student work.
- Provide a word bank for students to reference as they write.
- Allow students to explain their work orally as you review work.
Review and closing(30 minutes)
- Read the Jack and the Beanstalk worksheets to the class.
- Remind your students to pay attention, as they will be answering questions on their own about the story.
- After you are done reading the story, instruct your students to go back to their seats.
- Ask your students to complete the Jack and the Beanstalk worksheet.
- Remind your students to answer questions in full, complete sentences.
- Note that the worksheet contains the same content three times, so you can cut it out before you hand it to the students.
- Allow students to work in their partnerships.
- Have students discuss the story in English or their home language (L1).
- Write instructions on the board as a reference.
- Allow extra work time for ELs to complete their work.