QUESTIONS Teaching our students to ask questions before, during and after they read

LEARNING TARGET  I can plan a reading lesson that includes asking questions through a think aloud.  I can plan a lesson that allows my students to ask questions about a text based on the title.

 "Readers sometimes grossly underestimate their own importance.“  - Madeline L'Engle

SCHOOL GOAL  School Goal: Based on MAP/NWEA Reading test results: Our goal is to increase the overall growth of all students being assessed in Reading from an overall average of 54.7% of students making a year or more growth to 60%. This equates to students out of our total of 277 students. The cohort groups will be all students, grade K-5. Therefore, our number of students reaching proficiency will increase from 66% to 81%.

LONG RANGE PLAN Week 1Modeling Questions – Setting the Purpose Week 2Questioning the TitleRight There Week 3Questioning the Illustrations Right There/Think and Search Week 4Questioning the Characters Author and You Week 5Questioning the AuthorAuthor and You Week 6Questioning the ReaderOn my Own

KINDERGARTEN STANDARDS  i.Ask and answer questions about unknown words in a text. (CCSS: RL.K.4)  a. Use Key Ideas and Details to:  i.With prompting and support, ask and answer questions about key details in a text. (CCSS: RI.K.1)

KINDERGARTEN INQUIRY QUESTIONS  Inquiry Questions:  1.During a picture-walk through a book, what do readers predict? Why?  2. How do the illustrations help you figure out the meaning of the text?

FIRST GRADE STANDARDS  Students can:  a.Use Key Ideas and Details to:  i.Ask and answer questions about key details in a text. (CCSS: RI.1.1)  Use Craft and Structure to:  i.Ask and answer questions to help determine or clarify the meaning of words and phrases in a text. (CCSS: RI.1.4)

FIRST GRADE INQUIRY QUESTIONS  Inquiry Questions:  1.How does a reader picture the character?  2.How does a reader explain a character’s actions?

RESEARCH  When readers ask questions, they clarify understanding and forge ahead to make meaning. Asking questions is at the heart of thoughtful reading.  —Stephanie Harvey and Anne Goudvis, from  Strategies That Work,  2000, P.11  Much of what we know about intelligence and achievement shows that the power of what individuals know depends, in very large part, not on the information they control but on the questions they ask.  —Susan Zimmermann and Chryse Hutchins, from  7 Keys to Comprehension,  2003, p. 84

MORE RESEARCH  Good readers ask questions when they learn something new or read something unfamiliar. Asking questions facilitates learning and new information often leads to more sophisticated questions.  —Cris Tovani, from  I Read It, But I Don't Get It,  2000, p.94

MODELING QUESTIONING FOR OUR STUDENTS  “ I know that good readers always read the title.”  When I read the title I am not sure I understand what it means. Sam and the Sap, What is sap? hmmm.. I think I will keep reading so I can find out what sap is.

Steps Rubric Indicators “Boys and girls today we are going to read a new book. I know that good readers always read the title first. The title can give us clues. Sam and the Sap, hmm I am not sure what that means. I know that Sam is boy’s name but I have never heard of Sap. SO my question is ‘What is sap?’” I know that good readers read with a purpose in mind. Ask a question to model. Presenting Instructional Content Questioning Thinking Write on question on white board.  What is Sap? Write on question on white board. Motivating Students Activities and Materials Read through text modeling Read through text modeling how text and picture clues help you find the answer. “Oh here is that word sap again and I see the characters” Presenting Instructional Content The text says “They get sap in the pan” I see the pan so maybe that is the sap. I am going to keep reading. Analytical thinking Now we have read the whole book and my question was “What is sap?” I think that sap is like syrup from a tree. Problem Solving - Drawing Conclusions Questioning the text and verifying your answer in the text Teacher Content Knowledge (Strategies) Did we come up with a good answer to my question about sap? How did we do that?” “Wow! We had a question at the beginning of our text today and then we read the text. Did we come up with a good answer to my question about sap? How did we do that?” Lesson Structure and Pacing (Reflection)

KAIDEN AND KATELYN

JOSIAH

 "Readers sometimes grossly underestimate their own importance.“  - Madeline L'Engle

LEARNING TARGET  I can plan a reading lesson that includes asking questions through a think aloud.  I can plan a lesson that allows my students to ask questions about a text based on the title.

Steps Rubric Indicators “Boys and girls today we are going to read a new book. I know that good readers always read the title first. The title can give us clues. Sam and the Sap, hmm I am not sure what that means. I know that Sam is boy’s name but I have never heard of Sap. SO my question is ‘What is sap?’” I know that good readers read with a purpose in mind. Ask a question to model. Presenting Instructional Content QuestioningThinking Write on question on white board.  What is Sap? Write on question on white board. Motivating Students Activities and Materials Read through text modeling Read through text modeling how text and picture clues help you find the answer. “Oh here is that word sap again and I see the characters” Presenting Instructional Content The text says “They get sap in the pan” I see the pan so maybe that is the sap. I am going to keep reading. Analytical thinking Now we have read the whole book and my question was “What is sap?” I think that sap is like syrup from a tree. Problem Solving - Drawing Conclusions Questioning the text and verifying your answer in the text Teacher Content Knowledge (Strategies) Did we come up with a good answer to my question about sap? How did we do that?” “Wow! We had a question at the beginning of our text today and then we read the text. Did we come up with a good answer to my question about sap? How did we do that?” Lesson Structure and Pacing (Reflection)