Making Meaning Lesson Plan

Subject: Reading Comprehension Strategies

Central Focus: To use questioning to make sense of text.
Essential Standard/Common Core Objective:
CCSS.ELA-LITERACY.L.5.1 Demonstrate
command of the conventions of standard English
grammar and usage when writing or speaking.

CCSS.ELA-LITERACY.L.5.3 Use knowledge of
language and its conventions when writing,
speaking, reading, or listening.

CCSS.ELA-LITERACY.RI.5.10 By the end of the
year, read and comprehend informational texts,
including history/social studies, science, and
technical texts, at the high end of the grades 4-5 text
complexity band independently and proficiently.
Date submitted:
10/26/14
Daily Lesson Objective:
Performance-The students will be able to use the Stop and Ask Questions technique to build reading
comprehension.
ConditionsThe objective must be completed independently. The students will be allowed their book and sticky notes to
read and record questions.
Criteria The students will independently Read to Self during Daily 5 and Stop and Ask Questions. The students must
receive at least a 10 out of 15 points to meet the objective.

21
st
Century Skills: Critical thinking,
collaboration, social skills, and information
skills.

Academic Language Demand (Language Function and
Vocabulary): bound, gazelle, blunted.

Prior Knowledge:
The students should be able to read with sufficient accuracy and fluency to support comprehension.

Activity
Description of Activities and Setting
Time
Description
Reflection on
decision making
1. Focus and
Review

Remind children of the questioning done previously using the
I wonder strategy before reading Big Cats.
Have the students play a quick game of Im thinking of a
word that means with the previously learned vocabulary in
Big Cats.
Tell the students that it is important to use questioning to help
them make sense of text and to use schema to articulate all
they think they know about a topic before they read.
Students should
understand and
make connections to
how their review is
related to the new
material.




5
minutes
2. Statement of
Objective
for Student

Tell the students, Today we are going to continue reading the
book Big Cats. You will learn a new strategy to use for reading
comprehension. This thinking toll is called Stop and Ask
Questions.
Students should be
told the objective
they will be meeting
during instruction in
terms that they can
understand.
3. Teacher Input


Teacher will explain that Stop and Ask Questions is a
technique in which the students will stop several times during
a reading to write questions that come to mind.
Teacher will state, When I have a question while reading, I
stop to write my question on a sticky note and post it into my
book to answer using the text.
Teacher will explain that the purpose of writing the questions
In the textbook,
introducing
vocabulary before
reading consumes
discussion time.
Therefore, I chose to
read pages 33-35
and discuss the new


20
minutes
is to help think about the reading and to use the questions to
discuss the text after the reading.
Teacher will introduce students to the Lets generate
Questions! Anchor chart.
Teacher will discuss the reasons to ask questions with
students.
Teacher will show the cover of Big Cats and remind the
students that the heard part of the book read aloud last week.
Teacher will ask, What two big cats did we previously learn
about?
Students will answer with the two largest cats, tigers and
lions.
Teacher will explain that today they will hear a section of the
book about cheetahs.
Teacher will show the illustrations on pages 32 and 34 of Big
Cats and ask, What question do you have about cheetahs?
The students will record their question on a sticky note and
post it on the Lets generate Questions! Anchor chart.

vocabulary as we
read the sentence
they are located in.
The teacher should
discuss the Stop
and Ask Questions
strategy for
comprehending
informational texts.
4. Guided Practice


Students will use the Stop and Ask Questions thinking tool
in pairs during the read aloud.
Students will turn and talk with their partner about the
question they previously generated about cheetahs.
The teacher will read aloud pages 33-35 of Big Cats slowly
and clearly, stopping at the first paragraph on each of the
three pages for the students to generate a question on a
sticky note.
Teacher will read the vocabulary definition for the words:
bound, gazelles, and blunted as they come to the words in
the text.
Students will turn and talk with their partner about the
question they asked.
The teacher will continue to read pages 33-35 after stopping
at the first paragraphs.
After each page is completed the teacher will allow the
students to discuss the possible answer to their questions.
The teacher will discuss the questions and some of their
possible answers as a whole class.
Teacher should rotate through partners to scaffold and take
anecdotal records about the usage of the Stop and Ask
Questions reading comprehension strategy.

According to the
textbook, students
should develop
many strategies to
support reading
comprehension.









10
minutes
5. Independent
Practice


Teacher will tell students to complete at least 3 sticky
notes for the Stop and Ask Questions thinking tool during
Daily 5 today.
Teacher will dismiss partners for the Daily 5 independent
work.
Teacher will encourage students to use the Stop and Ask
Questions strategy during the Read to Self round for Daily
5.
Students will read their own books independently and
record their questions on a sticky note inside their books.
The students should
generate their own
questions
independently using
the text of their
choice. The
questions should
related to the
information read
from the text.




15
minutes
6. Assessment
Methods of
all objectives/skills:

Teacher will record the number of Stop and Ask
Questions the students completed during Daily 5.
The students should have recorded three questions on a
sticky note inside their book while completing Read to Self.
If the students completed the three sticky notes with Stop
and Ask Questions, they will receive a 15/15. If they only
completed two, they will receive a 10/15. If the completed
Students should be evaluated on
their vocabulary knowledge to
determine the possible need for
follow-up instruction.
one, they will receive a 5/15.
The Stop and Ask Question must be related to the book
the student is reading independently.
7. Closure


Students will turn and talk with a partner to discuss the
questions they recorded today while reading
independently.
Teacher will summarize how to use the Stop and Ask
Questions strategy for reading comprehension.
Students should be
able to discuss the
new words they
have learned with
peers.


5
minutes
8. Assessment
Results of
all objectives/skills:

The students books should show their understanding and
evidence of the Stop and Ask Questions strategy. Students
should have been able to read the text and base their
questions off of the reading.
Students should expand
acquisition and increase their
reading comprehension.
Targeted Students Modifications/Accommodations
For struggling readers, the teacher should be sure to allow the
students to choose their own text for Read to Self. For ELL
students, there is additional vocabulary to address that could
benefit the students comprehension. The guided practice
should be made interactive to accommodate students. Early
finishers can continue to generate questions, while waiting for
others to finish.

Student/Small Group
Modifications/Accommodations
The students will have their own sticky notes
to complete the Stop and Ask Questions
strategy on. The teacher should provide
scaffolding to students during guided practice.
Materials/Technology:
Sticky Notes
Big Cats by Seymour Simon
Pencil
Independent reading book
Making Meaning Guide for Unit 3, Week 2, Day 1.




I would build on this lesson by using Big Cats to complete the use of questioning to help students make sense
of text. For day two, I would review Stop and Ask Questions. Then I would reread aloud and discuss
questions and teach prompts in the Making Meaning teachers handbook. I would reflect on using discussion
prompts. During IDR, I would monitor students reading and discuss of expository text features.