Reading: Questioning – Asking and Answering Questions While Reading

Teacher: Mrs. Elizabeth Martin, taught in Mrs. Aimee Porco’s Vernfield Elementary Class
Grade Level: 1st grade

Taught: Monday, January 8, 2018

I. Content and Standards:

a. PA Standards Aligned System - Standard - CC.1.3.1.B Ask and answer
questions about key details in a text.
II. Prerequisites:
a. Students ask questions while reading in order to keep reading comprehension on
track.
b. Students predict what will happen in a text by pulling out evidence from the text.
c. Students use picture clues to recognize details in a text while reading.
III. Instructional Objective:

Students will know how to ask questions while reading and be able to answer questions
to help comprehend the text..

IV. Instructional Procedures:

Schedule:

i. End Morning Meeting (9:07am)

ii. Minilesson (9:10am)
iii. Read-aloud (9:15am)
iv. Stop Read-aloud and move to Centers (9:25am)
v. Centers (9:30am)
vi. Clean-Up Centers and return to carpet (9:45am)
vii. Finish read-aloud (9:45am)
viii. Closing (9:54am)

a. Before: Students will be at the carpet after Morning Meeting. I will instruct them
to get a clipboard and a pencil and return to their learning spots on the carpet.
b. When we are back and settled, I will remind them of the different reading
strategies that we have already learned – questioning while we read to keep our
reading on track, predicting, and using pictures to help us to better understand
what we are reading. I will pose the question to them; Do you know that good
readers ask questions while we read and that sometimes we can find answers to
these questions? This helps us to remember the story better and to learn more!
c. During: I will state today’s learning target and students will mirror it back to me: I
can ask questions as I read and sometimes find answers to my questions
in the text.
d. I will model our activity today which will accompany our read-aloud. I will be
reading It’s Mine! By Leo Lionni to the class. I will explain that we will have our
Mini-Me’s generate questions as I read the book. Everyone will be given a
worksheet with four squares and a Post-It over each square. As they generate
questions, they can write one question on each Post-It. These will be things that
they are wondering about the story. Remind them that they may use some of the
question words that we have talked about earlier this week on our I Wonder webs
(Who? What? Does? Why? Etc.)
e. As I continue to read, they may have some of their questions answered…and
they may not and that is also okay! If a question is answered, they will flip their
Post-It up and write the answer underneath.
f. At 9:25am, I will take a break from the read-aloud and move the class into
Literacy Centers, per our classroom daily rotational schedule. This will give the
children a chance to get up and move around in their literacy centers in order to
limit their instructional time sitting on the carpet. During this time, we will have
students finishing a special New Year’s Eve book, working on the
computer/OSMO, doing a poetry sort at the pocket chart, playing a sight word
alphabetizing activity or meeting with me for Guided Reading. I will be working
on a Leveled Literacy Intervention (LLI) level E book with one of our groups,
focusing on how the strategy of using the pictures can help us to figure out
unknown words as we read (see my daily Guided Reading lesson plans for
details of my daily lessons during Centers).
g. At 9:45, we will clean up Centers and return to the carpet. We will continue with
our read-aloud, generating and seeing if we can find answers to our questions as
we read.
h. At the end of the book, we will have some Think, Pair, Share time to reflect: What
questions did I have and were they answered? How did having questions
answered help me to remember the story better? During Share time, I will pull
sticks. The students know that they must have an answer if their stick is called
since they have had the chance to collaborate with their Think, Share, Pair
partner. It doesn’t have to be correct but participation is expected. I will write
these questions and answers onto an anchor chart as we share.
i. After: At 9:54, I will close the lesson by posing the following: Why do we ask
questions while we read? Did asking questions and finding the answers help us
 to remember the story more? Here, I will return to our objective of the day and
have a discussion about how we felt we met or did not meet our objective for
today by asking them to look at our classroom anchor chart. We discussed the
key details that we remember more when we pay close attention and ask
questions as we read and then delve deeply to find the answers.
j. All of the student work is collected so that I can look through their questions and
answers. This works as an assessment to see who does not seem to
understand and may need additional support.

V. Materials and Equipment:

a. It’s Mine! by Leo Lionni
b. Questionning Worksheet
c. 4 Post-Its per student
d. Clipboards and pencils
e. Assorted classroom supplies for Literacy Centers.
VI. Assessment/Evaluation:
a. Formative assessment will be performed during the written activity at the carpet,
noting if students are generating questions and answers as they read.
b. Evaluation of student needs can be assessed after formatively noting their level
of understanding during independent carpet work. Students who appear to be
struggling can be flagged for small group intervention tomorrow during Reading
Workshop
c. The Post-It worksheets done during the read-aloud today at the carpet will be
collected and reviewed, to see how students are generating questions and if
there are any students who may need additional support or practice in this area.
VII. Differentiation: Individualized Activities:
a. The student with Learning Support can benefit from 1:1 instruction from his
Instructional Assistant or from the teacher, while I am engaged in a whole-class
lesson.
b. Children who still struggle with writing fluency were told to try their best when
hearing beginning and ending word sounds. I was able to scribe for a handful of
students who are very below grade-level with fine motor skills, as needed.
VIII. Technology:
a. None needed
IX. Self-Assessment
a. I will collect self-assessment data to determine how successful my lesson was
by:
 i. Formatively assessing understanding and whether or not students feel
they have met the learning objective, through informal questioning during
the closing.
ii. Formative assessment during the read-aloud carpet activity with the
whole class can provide insight into who is not understanding the
concept and where each student is developmentally on this learning
trajectory.
iii. The instructional objective will be stated and revisited several times
throughout the lesson, whenever a new activity is introduced and at the
end of the lesson. This will ensure that the objective is the goal of the
lesson and allow me to self-evaluate.
iv. I will self-assess classroom management during the lesson by having the
students mirror important directions back to me and by having them
repeat new transition tasks to me before transitioning.