AskingQuestionsWhileReading

ErinQuillen
February19,2016

1.

LearningOutcomes:

Studentswillaskandanswerquestionsaboutaninformationaltext.

2.

CommonCoreStandards:

CCSS.ELALITERACY.RI.3.1
Askandanswerquestionstodemonstrateunderstandingofatext,referringexplicitlyto
thetextasthebasisfortheanswers.

3.

LessonObjectives:

StudentswillwriteaquestionaboutthetextHealthfulFoodChoicesandusethetextto
answertheirquestion.

4.

AnticipatorySet:
1. Tellstudentsthatyesterday,thestoryTheRealStoryofStoneSouptalked
aboutthemakingofStoneSoup.Asksomeonetosummarizethestory.Ask
studentswhatingredientswereaddedtothestonesoup.
2. Askstudentsifthosefoodchoiceswerehealthfulornothealthfulchoices.
3. TellstudentsthatwhilewewerereadingStoneSoup,wecameupwithsome
questionsalongthewaytohelpusbetterunderstandthetext.Askstudentswhat
someoftheirquestionswere.
4. Tellstudentsthattheyaregoingtobereadinganinformationaltextaboutmaking
healthfulfoodchoicesjustlikethehealthfulchoicesthecharactersinStoneSoup
made.
5. Havestudentsopenuptopage298intheirliteratureanthologies.

5.

Procedures:
1. Introducethetextandtheessentialquestion:Whyisitimportanttomake
healthfulchoices?
2. Tellstudentsthatwearegoingtobeaskingandansweringquestionsasweread
tohelpusbetterunderstandthetext.
3. Readthefirstheading.Beforestartingtoread,tellstudentsthatafterreadingthe
firstheading,IcanthinkofsomequestionsthatImcuriousaboutbeforeIeven
starttoreadthetexttofollow.
4. TellstudentsthatIamwondering:Whattypesoffoodareenergy?Modelwriting
thisonaPostitnote.

5. Readthesectionoutloudandaskstudentswhattheanswertothequestionis
usingtheinformationfromthetext.
6. Tellstudentsthattheyaregoingtodothatwiththefollowingsection,Energy
fromtheSun.GooverPostitrules.
7. PassoutPostitsandgivestudentstimetothinkandwritetheirquestions.Donot
havestudentsreadon.
8. Haveafewstudentssharetheirquestionswiththeclass.
9. Readthesectionoutloudwhilestudentsfollowalong.Askstudentstothenuse
theinformationthatwasjustreadtoanswertheirquestions.
10. Havesomestudentssharetheiranswerstotheirquestions,andhavethemcite
specificinformationinthetextwheretheyfoundtheanswer.
11. Reviewsalsarecipeatthebottomofthepage.Dothesameprocedurewiththe
recipe.
12. Askstudentswhatingredientsituses,andifitisahealthfulchoice.

6.

DifferentiatedInstruction:

Forstudentswhoneedadditionalsupport,IwillhelpthemcreatetheirquestionswhileI
allowtherestoftheclasstocreatetheirquestionsontheirown.Ialsomaywriteontheir
Postitalineforaquestionandalineforananswersothattheyknowexactlywhatto
writeincasetheystruggledtounderstandtheverbaldirections.

7.

Closure:

Askstudentswhyitisimportanttochoosehealthyfoods(EssentialQuestion).

8.

Assessment(FormativeandSummative):

Iwillassessstudentsformativelybylookingattheirquestionsthattheyhadand
observingtheirabilitytofindtheanswerusingtextevidence.

9.

Materials/Equipment:

10.

Wondersteachingmanual
Wondersstudentanthologies
Postitnotes
SmartBoard
Technology:

UsingtheWondersmaterialsfoundonline,displaythepageinthetextbookthat
correspondstothepagethestudentswillbeusing.Modelwhattheyaretodowiththeir
postitnotesontheSmartBoard.


11.

ReflectiononPlanning:

Whileplanningthislesson,IreallystruggledtofigureoutwhattodobecauseIknewI
hadtosticktothestrictscheduleoftheWondersprogram.IdidntknowifIshouldfocus
onpointofview,rootwords,orasking/answeringquestions,whichareallskillsinthis
unitthatwevebeenfocusingon.OnceIdecidedtofocusonasking/answering
questions,Iwastryingtofindwaystomakethelessoninteractivewherethestudents
werentjustsittingattheirdeskslisteningtometalk,butIdidntknowhowtomakeit
interactivewithoutusingaworksheet.Then,Mrs.Dowdy,another3rdgradeteacherin
thebuilding,toldmethatshesusedPostitnotestohelpstudentsgetengaged.I
thoughtthiswasagoodidea,andIthoughtthatIwouldgiveitatrywithmystudents.Ill
havetogooverproperPostituseformyclass,though,becausetheymaytrytoplay
withthePostitratherthanuseitforlearning.