curriculum.cowetaschools.orgcurriculum.cowetaschools.org/images/ELA/CAFE/... · Web view2016-06-08 · A Unit on Asking Questions. Asking Questions. As readers, students are taught

Asking Questions

A Unit on Asking Questions

Asking QuestionsAs readers, students are taught to ask questions about what they are reading. We practice asking questions before, during, and after reading.

BEFORE – Students can look at the title of the text or book, etc. and also complete a picture walk by asking questions about what they may think the book is going to be about.

DURING – As students read, they can begin to wonder about the text they are reading. What is happening? Who are the main characters? What is the story about? What are they learning?

AFTER – As students finish the text, they may still have questions about what they have read. At this point they can re-read the material, look at other texts and resources to find the answers to those questions. This strategy will assist with the complete understanding of what was read.

Asking Questions

Prior Knowledge:What prior knowledge about reading strategies do students need to have before entering this unit of study?

� Retelling� Monitoring of meaning.� Making connections

DefinitionWhat is asking questions?How do readers talk about it?

Readers ask themselves questions as they read to make sense ofthe text. When readers ask their own questions, the readerlearns to seek, pursue, and search for answers or deeper understanding.

Readers talk about their questions in a variety of ways:� I wonder…� Why?� Huh? I’m confused about…� What does this mean?� How come…?

Concepts to TeachWhat are the important concepts that you will teach within this unit of study?

1. What is asking questions?2. How do readers talk about their questions?3. Readers ask questions before, during and after reading4. Analyzing the Types of Questions We Ask When Reading5. Holding our before questions in our mind as we read – Make

Predictions6. Readers ask questions to clarify confusing ideas – Huh?7. Answered versus Unanswered questions8. Readers ask questions differently when reading a variety of genres

Anchor Charts • Questions We Ask• Our Thinking About Asking Questions• How Do These Questions help the reader?• How do readers answer these questions?

Asking Questions

Conference Points 1. Did you ask any questions today?2. What are you wondering about this topic?3. What are you wondering?4. When do you ask questions in everyday life?5. How did your question help you to understand the book?6. What are you wondering as you are reading?7. Now that you finished the book, tell me some of your

questions?8. How are your questions helping you to understand the book?9. How are the questions you asked before you read different

from the questions you asked after reading the book?10. Which questions did you ask before, reading?11. Which questions helped you to think about what is happening

next in the text?12. How does asking questions help you as a reader?13. Have any of your questions been answered yet?14. How are you changing your questions as you read?15. What do you do when you question gets answered?16. Which of your before questions are predictions?17. Show me where there was a confusing part.18. What did you do when you got to a confusing part?19. How did you figure that out?20. Which questions are “important questions”? How do you

know?21. How is questioning helping you with your reading?22. Which questions have been answered and which have not?23. What do you notice about your unanswered questions?24. What do you notice about your answered questions?25. Is there a question you are wondering about in your reading?26. What do you think might be answer? What do you infer?27. What clues from the text help you think that? What in your

background knowledge makes you think that?28. Let’s take a look at your questions. Which questions get at

thetruly important ideas in the text? How do you know?

29. How might you answer that question? What in the text helpsyou to know that?

30. What kinds of questions are you asking when readingnonfiction?

31. What do you notice about the different ways you are askingquestions?

Asking Questions

What is asking questions?

Title of Text: Lesson Plan: Notes to BuildNext Lesson

Select thematerials.

Choose a text that supports the strategy.

Paper bag with an ordinary object in it.

Name the strategy.Explain.

“I have noticed that…”“A strategy good readers use is…”

Today we are going to begin talking about acomprehension strategy called askingquestions. Good readers ask themselvesquestions as they read to help themunderstand the text and to figure out thedeep meaning of the book. Let me show youhow we use questions every day in our livesto help us understand people, places andsituations better.

Demonstrate thestrategy.

Say: Think aloud.Show: Model.Explain: How this willhelp them as a reader.

Here are some examples of different wayswe use questioning in our own lives:

Example 1: Today I have put an ordinary object hidden in this paper bag and I want you to figure what is in this bag by asking questions. Let kids ask questions to figure out what is in the bag. Encourage students to ask open-ended questions. (e.g. What do you use the item for? Versus Is it an apple?)

Example 2: Let’s look at another way we use questioning. Let’s pretend a new student is joining our class. What are some things you would want to ask him or her?

We ask questions all of the time to help us gather information and learn new ideas. Over the next few weeks we will learn the different ways readers ask questions as they read.

Provide guidedpractice.

Invite students to participate in any ofthese activities

Asking Questions

What is asking questions?

Invite the students to practice the strategy with teacher guidance.

Conference Points � Did you ask any questions today?� What are you wondering about this

topic?� What are you wondering?� When do you ask questions in every day

life?

Share/Reinforce Have two students share any questions theyasked while reading.

Asking Questions

How do readers talk about their questions?




Text: CHOOSE AN APPROPRIATE TEXT



Asking questions is one way we learn information and communicate with the people around us. Today we are going to learn moreabout how good readers ask questionswhile they are reading.

Introduce the text.



Good readers ask lots of different kindsof questions as they read. Here are a fewways readers talk about their questions:Anchor Chart: Ways to Ask Questions:

� I wonder…?� Why….?� How come….?

Model: Watch me as I read aloud thisbook and ask my own questions. I am goingto show you how my questions actually helpme to understand the ideas in this text.

What happened? Did he _____?I wonder if ___________? I wonder why he didn't understand _________?



Read aloud another sections of the textand invite students to share how they searched for information as they read or other questions they have. Record theirquestions.

Provide independentpractice.

Partner read another piece of short text(picture book or short story) and recordyour questions as you are reading. Please

Asking Questions

Readers ask questions before, during and after reading




CHOOSE A TEXTShort texts for partnership work



Today we are going to learn how readers askquestions before, during and after reading.Asking questions while we read helps us toread with a “wide awake mind” so that wecan pay careful attention to what ishappening and to understand the deepermeaning.

Introduce the text.



Model asking questions, before, during andafter reading. As you are modeling, encourage students to ask questions.Record all of your questions and your students’ questions. Make sure you mark each question with a B-Before, D-During or A-After.

(Note: Teachers often write these questions quickly on note paper during the lesson and later copy the ideas onto enlarged chart paper)

Before Reading: As I look at the cover of this book, I am wondering so many different things:

� Who is ____________________?� Is something going to happen to

________________________?� Does this story have anything to do

with the sky (or a scene on the cover)?During Reading: Now I am wondering:

� Is __________________________?� Is _______________________ responsible for __________________________?� Why is there a ______ in the book?

After Reading: We have finished the book, I am still wondering:

� Is trying to explainwhat happened?

� Why did the author write this book?� What is she trying to teach the reader?

Asking Questions




Before during and after reading, encouragethe students to ask questions. Record thequestions in order for the class (or small group) to analyze them later.


Remind students before they go off to read. “When you go to I.R. try…”

After this lesson has been repeated withseveral different pieces of short text, askstudents to partner read a new text and record their questions before, during and after reading.

Once students have successfully completed partnership work, ask students to place their questions on a class chart.

Our Questions for Before

During

After

Conference Points � What are you wondering as you arereading?

� Now that you have finished the book,tell me some of your questions?

� How are your questions helping you tounderstand the book?

� How are the questions you asked beforeyou read different from the questionsyou asked after reading the book?

Share/Reinforce How did asking questions help you to readwith a wide-awake mind?


Recording Our Questions

Before Reading During Reading After Reading

Analyzing the types of questions we ask when reading

Our Thinking about Asking Questions

Questions We Ask Reasons ReadersAsk Questions

How Do TheseQuestions Help

The Reader?

How Do ReadersAnswer These

Questions?

I wonder if…Is… Will….

To Make Predictions

Huh?What does that wordmean?I don’t get it.What is the author saying in this part? What is happening?

To Clarify Meaning

What is the big idea?What did the author say?

To understand thedeeper meaning of the text

Why did the character ?

To understand thecharacters

Why did the authorwrite this book?What did he/she wantus to learn?

To understand theauthor’s intent

Holding our before questions in our mind as we read - make predictions

Making PredictionsTitle:

Page# Predictions What Happened?

Readers ask questions to clarify confusing ideas – huh?


Select the materials.


CHOOSE A TEXT


“I have noticed that…” “A strategy good readers use is…”

Today I want to talk to you about one type of question that readers often askduring reading. Good readers askall kinds of questions duringreading, sometimes a reader canget confused and that is when areader asks a clarifying question –Huh? Sometimes readers areconfused because they don’t knowa meaning of a word andsometimes they don’t understandthe ideas in the text.

Add to Anchor Chart: OurThinking About Asking Questions

Readers ask clarifying questions to help them stop reading and figure out the confusing parts of the book.

Introduce the text.


Say: Think aloud.Show: Model.Explain: How this will helpthem as a reader.

Listen as I read aloud this text.I am going to use clarifyingquestions to help me stop whenthere is a confusing part.

Read aloud and pause at a confusing part of the text.

p. 1 I'm wondering what is a golden dragon throne? Is it a


throne like a king might have orsomething different?

p. 4 What is an "ao dai?" Let me reread. Well it says she wore it that day, so I am going to guess that it is some type of clothing?Is an "ao dai" clothing? I’ll have to keep reading to see if I can figure this out.� Huh?� What is ?� What does _____ mean?

Model: Think aloud as you read a confusing part. Demonstrate the reading work you would do to clarify that confusion (rereading, reading around a word, reading on, seeking help, getting more background knowledge)

Provide guidedpractice.Invite the students to practice the strategy with teacher guidance.

Continue reading the text andencourage students to ask questions that help them identify the confusing parts of the text. Demonstrate the reading work you would do to clarify the confusion (rereading, reading around a word, reading on, seeking help, getting more background knowledge).

Ask students partner read a short piece of text and record their questions. Ask students to identify which questions were clarifying questions. Encourage them to complete the readingwork needed to clarify theconfusion.


Remind students before they go off to read.

Today at independent reading, record your questions as you are reading. Pay close attention to any clarifying questions that you ask. Put a (C) next to these questions. Remember thatclarifying questions help you tounderstand what you are reading.


Conference Points � Show me where there was aconfusing part.

� What did you do when you gotto that confusing part?

� How did you figure that out?

Share/Reinforce Who would like to share a questionthat helped them to stop at aconfusing part of their book?Please tell us about the readingwork you did to solve yourproblem. Add information to theanchor chart – Our Thinking AboutAsking Questions

Answered versus unanswered questions




CHOOSE A TEXT



We have learned that readers askquestions so that they can readwith a wide-awake mind. Readersask different kinds of questions.They ask questions to wonderwhat will happen next, or to clarify confusing parts.

Today we will ask questions that cannot always be answered in the text.These questions are oftenimportant questions that help youunderstand the big ideas in thetext.

Introduce the text.Demonstrate thestrategy.


Today I am going to read the textand record the questions you askbefore, during and after reading.Once we have the questionswritten down, you will help medecide which ones have beenanswered and which have not.

Read the text aloud and model asking deep questions:

� Why did the author write this book?

� What is the big idea?� Why is the book titled

?

Provide guided practice Invite the students to practice thestrategy with teacher guidance.

Ask students to ask questions as you are reading. Record theirquestions so that they can be analyzed later.

Answered versus unanswered questions

Provide IndependentPractice

Today at independent reading,please work with your partner toread a piece of illustrated fiction.Please keep track of the questionsyou are asking before, during andafter reading

Conference Points • What are you wondering?• Which questions are

“important questions”? Howdo you know?

• How is questioning helping youwith your reading

Share/Reinforce Look at the questions you askedtoday and share with us onequestion that you feel was notanswered in the text.

Answered versus unanswered questions – Part II




CHOOSE A TEXT



Introduce the Text.

Let’s figure out which questions were unanswered and how these unanswered questions help us as a reader.

Demonstrate the

strategy.


Reread the list of questions thatwere generated yesterday (Questions should be placed on an enlarged chart).

Reread the text and encourage students to listen to see if they find answers to any of the questions.

Once you have finished reading the text, place an (A) next to questions that have been answered and a (U) next to questions that were unanswered.

Reread the unanswered questions. Ask the class, What do you notice about these questions?

Important ideas to Notice:• These questions are often asked

during and after reading.• These questions are mostly about

the author• These questions are often about

the meaning of the whole book rather than isolated words.

Complete Anchor Chart: OurThinking about Asking Questions



Invite the students to practice thestrategy with teacher guidance. Today I would like you to work with your partner to reread the book you read yesterday. Once you have finished reading the text, place an (A) next to questions that havebeen answered and a (U) next toquestions that were unanswered.


Remind students before they go off to read.“When you go to I.R. try…”

Ask students to complete thissorting process while readingindependently. Students should use short text to complete this assignment.

1. Read the text and recordquestions.

2. Reread the text and sort questions into two categories: answered andunanswered

Mark answered questions with an (a). Mark unanswered questions with a (U).

Conference Points • Which questions have beenanswered and which have not?

• What do you notice about yourunanswered questions?

• What do you notice about youranswered questions?

Share/Reinforce Please share one of your unanswered questions that you are still wondering about? Let’s talk about what type of question it is.


Questions We Ask Reasons Readers AskQuestions

How Do TheseQuestions Help The

Reader?

How Do ReadersAnswer These

Questions?I wonder if…Is… Will….

To Make Predictions

Huh?What does that word mean? I don’t get it.What is the author saying in this part?What is happening?

To Clarify Meaning

What is the big idea?What did the author say?

To understand thedeeper meaning of the text

Why did the character ? To understand thecharacters

Why did the author write this book?What did he/she want us to learn?

To understand theauthor’s intent


Select the materials CHOOSE A TEXT that supports thestrategy.

Repeat this lessonseveral times using short text first andthen a chapter book. Show students how to reread a piece of short text to infer an answer. Also show students how to hold a question in their head in one chapter and try to answer it as they read subsequent chapters.

Name the strategy.

Explain.

“I have noticed that…”“A strategy good readers use is…”Introduce the Text

We have been learning that goodreaders ask themselves questionsas they read. When you askquestions it helps you set apurpose for your reading and itstimulates our thinking. We read more deeply as we are driven to find the answers to our questions. Sometimes authors do not directly answer our questions in the text. They leave us wondering. We have to infer to answer these questions.

As I look down the list, I think about which questions of my unanswered questions are still lingering in my mind. Which question is important to me? This question was not answered in the text, so I need to infer the answer. I will have to come up with my own answer and find evidence in the text to support my thinking.

Demonstrate the

strategy.

Select one question that thegroup is still wondering about.

Inferring to answer unanswered questions


Say: Think aloud.Show: Model.Explain: How this will helpthem as a reader.Watch me.

Record the question on theAnswering “Important Questions”Sheet on page 29.

Now that I have one important question in my mind, I am going to reread the text and search for quotes from the text that might lead me to an answer. Since this is an unanswered question, I know that the answer won’t be written in the text. But I can put someideas together to come up with my own answer.

Reread the text and collect quotes. Write the answer in the third box using support from the text.


Invite the students to practicethe strategy with teacher guidance.

Look over the list of questions that you generated with your partner when you read . Select a question that is very important to you. Write the question in the top box. Reread the text to search for quotes from the text that might lead you to an answer. Record your answer in the

3rd box.


Remind students before they go off to read. “When you go to I.R. try…”

When you go to IndependentReading today, look over yourquestions, which unansweredquestion is still lingering for you.Keep that question in your headand continue reading. Completethe “Answering ImportantQuestions” Chart.


Conference Points • Is there a question you arewondering about in yourreading?

• What do you think might beanswer? What do you infer?

• What clues from the text helpyou think that? What in yourbackground knowledge makesyou think that?

Share/ Reinforce Let’s share our importantquestions and our answers today.


Our Big Question

Page# Quotes from the Text

Our Answer


Select the materials. CHOOSE A TEXT that supports thestrategy.



I have noticed that you aregetting so good at askingquestions as you read, figuring outwhat questions have beenanswered and which have not andthen finding proof and being ableto answer those unansweredquestions.

Today I want to show you how to think about which unanswered questions are truly important questions. I want to show you how the some unanswered questions help you to talk about the “big” ideas in the story. Important questions help you to understand the author’s messageand they tie together lots of ideas in the story.

Introduce the text.

Demonstrate the

strategy.


Watch me as I read and recordmy questions. Record questions onpost-it notes so that they can beeasily sorted. Read the first pageand record 2-3 questions.Possible Questions:1. What words and actions will

Mullah choose in this story?2. Why did Mullah put on his

shabbiest clothes?Why didn’t the servant let the“old beggarman” in the house?

Provide GuidedPractice

Invite the students to practicethe strategy with teacher

Finding Important Questions

Finding Important Questions

Guidance. Have studentsread the rest of the text andrecord their questions on post-it notes. Put the students’ unanswered questions on a large chart. Read the questions and have the students discuss whichof these questions let us talk a lot about the text and which do not.

Sort the questions with the students.

Once questions are sorted, ask students to talk about that important question.


Today please continue recording your own questions. Before our group share, please put a star (*) next to an important question that was not answered in the text.Remember important questionsare the ones that you have a lot tosay about – they are talk worthy.

Conference Points Let’s take a look at your questions.Which questions get at the trulyimportant ideas in the text? Howdo you know?

How might you answer thatquestion? What in the text helpsyou to know that?

Share/Reinforce Let’s share some of our bigquestions.

Readers Ask Questions Differently When Reading A Variety of Genres


Select the materials. Short Informational Article.CHOOSE A TEXTthat supports the strategy.


“I have noticed that…”“A strategy good readers use is…”Introduce the text.

We have learned about asking questions in fictional text.Today let’s think abouthow the questions we ask aredifferent when we read adifferent genre.



Read the first few paragraphs ofthe nonfiction text and model howto ask questions before during andafter reading nonfiction.Introduce a few different typesof questions:

1. What am I going to learn?2. What is a ?

vocabulary word3. Why

Provide GuidedPractice

Invite the students to practicethe strategy with teacherguidance.Today I am going to give you and your partner time to discover how your questions are different whenwe read nonfiction versus fiction. Read both articles and record your questions in the different columns. After you have done we will have a conversation about what we notice about the different questions.


Today at independent reading,please begin by reading a piece ofnonfiction text. Record yourquestions before, during and afterreading. At the end of


(continued)

independent reading we willdiscuss what you learned aboutasking questions in nonfiction.

Conference Points What kinds of questions are youasking when reading nonfiction?What do you notice about thedifferent ways you are askingquestions?

Share/Reinforce Please bring your charts ofquestions to the rug. Let’s listento a few questions and then talkabout how the questions we askwhen reading nonfiction anddifferent from the questions weask when reading fiction.


Asking Questions in Different Genres

My Questions When Reading

Fictio

My Questions When ReadingNonfictio

Documents

curriculum.cowetaschools.orgcurriculum.cowetaschools.org/images/ELA/CAFE/... · Web view2016-06-08 · A Unit on Asking Questions. Asking Questions. As readers, students are taught