Language Arts: Questioning Objective: Monitor comprehension by composing questions while reading Common Core 4.RL.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. 4.RF.4 Read with sufficient accuracy and fluency to support comprehension. Day 1: Text: The Mary Celeste: An Unsolved Mystery from History by Jane Yolen Introduction/Mini-lesson Go through photographs using overhead projector and ask students what they wonder about in each of them. Model my own verbal questioning about them. Discuss the types of questions we are coming up with (what, why, how, where, when, who)

Is this a factory? How many bears does she make in one day? How much stuffing goes in each one? How long has she worked at this job? Who will buy the bears? Why is she wearing a face mask.. is the job dangerous? In my schema, I know that many toys are made in Chinese factories.. is she in China? Does she like her job? How much does get paid? Does she have a family? How many hours does she work? Does she make other toys?

Teacher guided discussion: Point out that questioning/wondering is a natural part of being human. Show how by stopping to think of questions for each photograph, it may lead to greater understanding about what is going on in them and what is actually happening there. Maybe we will do the extra research, maybe since we stopped to question we’ll notice something more deeply that we didn’t notice before. Just looking at a picture versus stopping to think and question what we are seeing, questioning what is confusing or unknown to us. Tie to questioning in reading→ Discuss what the reading strategy of questioning is and the importance of using it strategically to better understand text. Good readers create a habit of questioning in all parts of reading: before, during, and after. When we ask questions to ourselves as we read, it keeps us thinking about the words and ideas in the book. Questioning helps us when we are confused to get un-confused by stopping ourselves to find out an answer (what does this word mean? Why do I think the character reacted that way?) It helps us in making meaning. Because we ask the questions in the first place.. we pursue the steps towards answers = more understanding. Model questioning before and during reading with “The Mary Celeste,” the true story of a ship whose entire crew mysteriously disappeared.

• Questioning focus will be on “What, Where, Who, Why, When and How.” • Document my thinking on post-its and on poster. • Lead into guided practice for students to do the same and write down the questions they

are thinking as I read out loud. Stop and share.  

Reading Centers for the week following strategy lesson: 1. Independent Reading - Students will read independently and write a response letter that addresses the following: - Summary and questions while reading (using graphic organizer or post-its) - Were those questions answered? What were the answers? Will you need to do outside research to answer them? - What questions are you still wondering about? 2. Partner Reading - Use questioning graphic organizer [EVIDENCE + QUESTIONS] to track what you are wondering before starting a new book (Frindle) and during reading the first chapters. Students will rotate roles as Discussion leader (general questions/themes/predictions) , Characters (questions pertaining to specific characters), Problem/Solution (Plot Q’s), Setting (questions about place). They will each come up with 1-3 questions to ask the group after reading. They will provide a reflective exit slip describing what they read and their discussion.

3. Teacher Guided - Students will practice questioning strategies with teacher guided reading. http://www.timeforkids.com/news/super-smog-china/116231 4. Word Study - Students will work on tiered vocabulary exercises including defining, creating sentences, charades, and drawing images connected to their week’s new ThinkMark words. 5. Computer - Students will work on Compass Learning and provide an exit slip reflecting on the new skill/topic learned. Day 2: Sorting questions as Thick or Thin (Fat/Skinny) Text: The Mary Celeste: An Unsolved Mystery from History by Jane Yolen Create and discuss anchor charts: Thick Questions: Big questions, answers require debate and discussion, long answers, require analysis and deep thinking. What is photosynthesis? How did humans come to be? What happened to the crew of the Mary Celeste? Thin Questions: We can answer within a few words or sentences. The answer is simple to find. When is Vraj’s birthday? What day was the Mary Celeste found drifting at sea? During read aloud, students will practice composing questions on post-its. Class discussion on which poster the question should be stuck to (Thick or Thin). Students will continue rotating the same week’s literacy centers after mini strategy-lesson.

Task: Before reading, assign each group member a category. You will be responsible for thinking of discussion questions that fit with your category. Characters - While reading, think of questions about the characters. What are you wondering about their personality, feelings, and actions? What do you think they will do next? Example: I am wondering.. has Mrs. Granger always been a strict teacher? Will Nick get into trouble with her? Why is he being so mischievous? Plot - While reading, track the questions you are wondering about the plot. Your questions should be specific about the events happening in the story. What do you think the problem is? Was there a solution? What will happen next? Example: Will his plan work? What would happen if Mrs. Granger figured out about his plan? Setting - While reading, track questions you are wondering about where this story takes place. Your questions should make you wonder about the setting and how it is a part of the plot. Example: Where is Lincoln Elementary School located? Is it similar to my school? What is their town like? Do they have a lot of students in their school? General - While reading, create thoughtful questions about the story’s characters, plot, setting, themes, unknown words, or inferences you can make. Example: Do blackbirds really make a sound like Nick made?