ReadUp Questioning Fiction Sample Lesson Plan

Activities for Differentiating Instruction

Questioning Fiction 2 Before, During, and After

Scaffold for Struggling Students Students need to ask questions before, during, and after reading to maintain comprehension. Students will practice questioning a story that is read aloud to them.

RL.K–2.1

• Before students listen to the story, tell them the title and show the cover of the book.

Have students tell a partner a question they have before reading.

• During reading, pause and have students tell their partner a question they have.

• After reading, have students tell their partner a question they have.

• If this activity is done with a small group, record the questions on three separate charts, a before chart, a during chart, and an after chart.

Common Core State Standards: RL.K–4.1, SL.1–5.1, SL.K–1.2, SL.K.3, SL.2.3

English Language Learner Connection

Objective

RL.K–3.1

• Provide partners with an unfamiliar book that is at an independent reading level and three sticky notes each.

• Have partners read the title and think of a question before reading. Have students write the question on the sticky note, and stick it on the cover.

• As students read the story together, have each student use the second sticky note to write a question and place it on a page in the book.

• When finished, have partners write a question and stick it on the back of the book.

• Have partners show you the book with the before, during, and after questions.

Raise the Rigor Annotating text is a strategy that helps students locate information in a text during both initial reading and close rereading. Students will practice annotating questions they have before, during, and after reading a text. Model this practice so students can see how to successfully annotate their text.

RL.K–5.1, RL.K.4

Read

• Provide students with a text they can mark on.

• Instruct them to read only the title and chapter titles and write a question based on them.

• Instruct students to write a small question mark in the margin when they have a question during reading.

• If they find the answer to a question as they are reading, have them underline the answer.

• When finished, have students list any questions they still have after reading.

www.catapultlearning.com • 1-800-841-8730 • ©2014 by Catapult Learning • All rights reserved.

Catapult Learning

™

Questioning Fiction 2

To establish and maintain comprehension good readers ask questions before, during, and after reading. Using sticky notes will help students remember to question the text as they read.

Students will generate questions before, during, and after reading a short story.

Questioning is an important tool that helps students gain meaning from and more easily comprehend fiction texts.

Approximate Time of Lesson 30–40 minutes. However, the time required can vary from group to group. See the “Planning for Lesson” section in the ReadUp Teacher’s Guide.

Special Notes to Teacher This is the second of three lessons about generating questions using fiction texts.

Ideally, students should not be familiar with “Quentin’s Park Mystery” before you teach this lesson, so that they may spontaneously question as they read the story. Before proceeding to the “Questioning Fiction 3: Questions and Answers” lesson, students should practice using other texts to generate questions before, during, and after reading.

Materials  “Quentin’s Park Mystery” (1 copy per student)  “Quentin’s Questioning Song” from the Teacher Lounge website  1 set of 5 Basic Signal Word Cards  1 set of 5 Question Cards  Quentin Pocket Chart Card  “Quentin’s Questioning Song” Poster  Pocket Chart

 item(s) provided with lesson  item(s) included in program kit x item(s) not included

Activate, assess, and augment existing knowledge that relates to the skill or tool to be learned.

Use a think-aloud to model the critical attributes of the focus skill or tool.

Assign partners. Place the card with Quentin on it in the pocket chart. “We have practiced looking at pictures and asking questions, just like our friend Quentin, the questioning quail. Tell your partner some of the question starters we used.” Listen for basic signal words and other question starters. Place the Basic Signal Word Cards and Question Cards in the pocket chart as you hear students mention them. Read any of the question starters they don’t mention.

“Today we will practice asking questions again. This time we will ask questions about a story—before, during, and after we read it. We will be able to use the same question words and phrases to help us. It is important to be curious readers and ask questions.

Asking questions helps us to better understand what we read.”

“Quentin has a song to help us think about questions.” Display the song poster. Play “Quentin’s Questioning Song” from the Teacher Lounge website, or sing it to students while pointing to the lyrics on the poster (sing to the tune of “Frère Jacques”/”Are You Sleeping”).

“Now let’s sing again all together.” Sing the song again with students while pointing to the words. “That sure sounds like Curious Quentin, doesn’t it?” Show the story “Quentin’s Park Mystery.” “Today we’ll read the story ‘Quentin’s Park Mystery.’ We will practice asking questions before, during, and after we read, just like the song says to do.”

“Before I read the story, I look at the title and immediately have a question: ‘What is the mystery going to be?’” Point to the Basic Signal Word What Card in the pocket chart. “I also look at the illustration before reading and think, ‘I wonder why all the animals look so sad.’” Point to the I Wonder Question Card. “I know that if I ask questions before I read, I will read more carefully to see what I can learn. Listen as I read the first page.” Read page 1 of the story. “I did learn more of the story from this page. It is important to ask questions to help me better understand the story.”

Use a second thinkaloud and guide students in the use of the focus skill or tool.

Give each pair a copy of “Quentin’s Park Mystery.” “Let’s look on page 2. As I look at the illustration before reading this page, I think, ‘I wonder what all the animals are looking at.’” Point to the I Wonder Question Card and the Basic Signal Word What Card. “Tell your partner a question you have when you look at the illustration.” Listen for questions.

Students may ask about the soapy pool or the nose behind the slide, or pose an I wonder question. “Now listen and follow along as I read page 2.” Read page 2 aloud. “During my reading, I had a question: ‘Why did Pria care about the slide?’ Look at our question starters in the pocket chart and tell your partner a question you had during the reading.” Monitor responses. “Asking questions during the reading helps me think more about the story. Tell your partner why it is important to ask questions before and during our reading.” Monitor responses.

Guide students as they participate in an activity to practice using the focus skill or tool.

Assign independent activities.

“Look at the illustration on page 3. Tell your partner a question you have before we read.” Monitor student responses and assist as needed. “Listen while I read page 3. Raise your hand when you have a question during the reading.” Start reading page 3. Watch for raised hands. Call on students to share their questions. Point to the relevant card in the pocket chart if they use a basic signal word or other question starter in their question. If no student asks a question, stop reading halfway down the page and suggest this or another question: “Did Roxy want the animals to know she messed up the park?” “We have asked questions before reading this page and during our reading. Let’s see what questions we might ask at the end of reading this page. I want to know if Roxy will have to clean up the mess. Tell your partner a question you have after we finish page 3.” Finish reading page 3, then monitor student responses and support as needed. “When are the times we might ask questions?” Listen for “before, during, and after reading.” “How does that help us understand what we read? Tell your partner.” Monitor responses.

Give each student a copy of the story. Share a copy with a student when you need to read aloud. “This time practice asking yourself questions while you read. Look at the illustration on page 4. Tell your partner a question you have before we read the page.”

Listen and support as needed. “Follow along as I read page 4. I will stop halfway through so you can think of a question during our reading.” Read and stop after “‘All right,’ Roxy agreed.” Allow time for students to think of questions. “Share your question with your partner.” Monitor students’ sharing. “I will read the end of the story. While I finish, think of a question you want to ask your partner after our reading.” Read page 4. “What are you curious about? Now ask your partner the after reading question you are thinking of.” Monitor student responses and support as needed. “Point to the pocket chart if your partner asked a question with one of our question words or phrases.” Pause. “Raise your hand if your partner used a different question starter.” Call on students to share new question starters.

“Tell your partner a question you have about the story ‘Quentin’s Park Mystery.’ Explain if you first had the question before, during, or after you read.” Pause. “Now tell your partner why it is important to ask questions before, during, and after we read.”

Ask students to reflect on why and how to use the skill or tool.

Get Online Support at teacherlounge.catapultlearning.com

Activate, assess, and augment existing knowledge that relates to the skill or tool to be learned.

Use a think-aloud to model the critical attributes of the focus skill or tool.

Assign partners. Place the card with Quentin on it in the pocket chart. “We have practiced looking at pictures and asking questions, just like our friend Quentin, the questioning quail. Tell your partner some of the question starters we used.” Listen for basic signal words and other question starters. Place the Basic Signal Word Cards and Question Cards in the pocket chart as you hear students mention them. Read any of the question starters they don’t mention.

“Today we will practice asking questions again. This time we will ask questions about a story—before, during, and after we read it. We will be able to use the same question words and phrases to help us. It is important to be curious readers and ask questions.

Asking questions helps us to better understand what we read.”

“Quentin has a song to help us think about questions.” Display the song poster. Play “Quentin’s Questioning Song” from the Teacher Lounge website, or sing it to students while pointing to the lyrics on the poster (sing to the tune of “Frère Jacques”/”Are You Sleeping”).

“Now let’s sing again all together.” Sing the song again with students while pointing to the words. “That sure sounds like Curious Quentin, doesn’t it?” Show the story “Quentin’s Park Mystery.” “Today we’ll read the story ‘Quentin’s Park Mystery.’ We will practice asking questions before, during, and after we read, just like the song says to do.”

“Before I read the story, I look at the title and immediately have a question: ‘What is the mystery going to be?’” Point to the Basic Signal Word What Card in the pocket chart. “I also look at the illustration before reading and think, ‘I wonder why all the animals look so sad.’” Point to the I Wonder Question Card. “I know that if I ask questions before I read, I will read more carefully to see what I can learn. Listen as I read the first page.” Read page 1 of the story. “I did learn more of the story from this page. It is important to ask questions to help me better understand the story.”

Use a second thinkaloud and guide students in the use of the focus skill or tool.

Give each pair a copy of “Quentin’s Park Mystery.” “Let’s look on page 2. As I look at the illustration before reading this page, I think, ‘I wonder what all the animals are looking at.’” Point to the I Wonder Question Card and the Basic Signal Word What Card. “Tell your partner a question you have when you look at the illustration.” Listen for questions.

Students may ask about the soapy pool or the nose behind the slide, or pose an I wonder question. “Now listen and follow along as I read page 2.” Read page 2 aloud. “During my reading, I had a question: ‘Why did Pria care about the slide?’ Look at our question starters in the pocket chart and tell your partner a question you had during the reading.” Monitor responses. “Asking questions during the reading helps me think more about the story. Tell your partner why it is important to ask questions before and during our reading.” Monitor responses.

Guide students as they participate in an activity to practice using the focus skill or tool.

Assign independent activities.

“Look at the illustration on page 3. Tell your partner a question you have before we read.” Monitor student responses and assist as needed. “Listen while I read page 3. Raise your hand when you have a question during the reading.” Start reading page 3. Watch for raised hands. Call on students to share their questions. Point to the relevant card in the pocket chart if they use a basic signal word or other question starter in their question. If no student asks a question, stop reading halfway down the page and suggest this or another question: “Did Roxy want the animals to know she messed up the park?” “We have asked questions before reading this page and during our reading. Let’s see what questions we might ask at the end of reading this page. I want to know if Roxy will have to clean up the mess. Tell your partner a question you have after we finish page 3.” Finish reading page 3, then monitor student responses and support as needed. “When are the times we might ask questions?” Listen for “before, during, and after reading.” “How does that help us understand what we read? Tell your partner.” Monitor responses.

Give each student a copy of the story. Share a copy with a student when you need to read aloud. “This time practice asking yourself questions while you read. Look at the illustration on page 4. Tell your partner a question you have before we read the page.”

Listen and support as needed. “Follow along as I read page 4. I will stop halfway through so you can think of a question during our reading.” Read and stop after “‘All right,’ Roxy agreed.” Allow time for students to think of questions. “Share your question with your partner.” Monitor students’ sharing. “I will read the end of the story. While I finish, think of a question you want to ask your partner after our reading.” Read page 4. “What are you curious about? Now ask your partner the after reading question you are thinking of.” Monitor student responses and support as needed. “Point to the pocket chart if your partner asked a question with one of our question words or phrases.” Pause. “Raise your hand if your partner used a different question starter.” Call on students to share new question starters.

“Tell your partner a question you have about the story ‘Quentin’s Park Mystery.’ Explain if you first had the question before, during, or after you read.” Pause. “Now tell your partner why it is important to ask questions before, during, and after we read.”

Ask students to reflect on why and how to use the skill or tool.

Get Online Support at teacherlounge.catapultlearning.com

Activities for Differentiating Instruction

Questioning Fiction 2 Before, During, and After

Scaffold for Struggling Students Students need to ask questions before, during, and after reading to maintain comprehension. Students will practice questioning a story that is read aloud to them.

RL.K–2.1

• Before students listen to the story, tell them the title and show the cover of the book.

Have students tell a partner a question they have before reading.

• During reading, pause and have students tell their partner a question they have.

• After reading, have students tell their partner a question they have.

• If this activity is done with a small group, record the questions on three separate charts, a before chart, a during chart, and an after chart.

Common Core State Standards: RL.K–4.1, SL.1–5.1, SL.K–1.2, SL.K.3, SL.2.3

English Language Learner Connection

Objective

RL.K–3.1

• Provide partners with an unfamiliar book that is at an independent reading level and three sticky notes each.

• Have partners read the title and think of a question before reading. Have students write the question on the sticky note, and stick it on the cover.

• As students read the story together, have each student use the second sticky note to write a question and place it on a page in the book.

• When finished, have partners write a question and stick it on the back of the book.

• Have partners show you the book with the before, during, and after questions.

Raise the Rigor Annotating text is a strategy that helps students locate information in a text during both initial reading and close rereading. Students will practice annotating questions they have before, during, and after reading a text. Model this practice so students can see how to successfully annotate their text.

RL.K–5.1, RL.K.4

Read

• Provide students with a text they can mark on.

• Instruct them to read only the title and chapter titles and write a question based on them.

• Instruct students to write a small question mark in the margin when they have a question during reading.

• If they find the answer to a question as they are reading, have them underline the answer.

• When finished, have students list any questions they still have after reading.

www.catapultlearning.com • 1-800-841-8730 • ©2014 by Catapult Learning • All rights reserved.

Catapult Learning

™

Questioning Fiction 2

To establish and maintain comprehension good readers ask questions before, during, and after reading. Using sticky notes will help students remember to question the text as they read.

Students will generate questions before, during, and after reading a short story.

Questioning is an important tool that helps students gain meaning from and more easily comprehend fiction texts.

Approximate Time of Lesson 30–40 minutes. However, the time required can vary from group to group. See the “Planning for Lesson” section in the ReadUp Teacher’s Guide.

Special Notes to Teacher This is the second of three lessons about generating questions using fiction texts.

Ideally, students should not be familiar with “Quentin’s Park Mystery” before you teach this lesson, so that they may spontaneously question as they read the story. Before proceeding to the “Questioning Fiction 3: Questions and Answers” lesson, students should practice using other texts to generate questions before, during, and after reading.

Materials  “Quentin’s Park Mystery” (1 copy per student)  “Quentin’s Questioning Song” from the Teacher Lounge website  1 set of 5 Basic Signal Word Cards  1 set of 5 Question Cards  Quentin Pocket Chart Card  “Quentin’s Questioning Song” Poster  Pocket Chart

 item(s) provided with lesson  item(s) included in program kit x item(s) not included