Academic Knowledge & Skills Lesson Plan Lesson Name Lesson 1 What questions do readers ask? Grade 2 Subject Course Topic‐Strand Language Arts Unit Name Questioning Reading Estimated Time Needed for Lesson (Minutes/Hours/Days) 1 hour AKS # Description 9 Read and comprehend literature, including stories and poetry, in the grades 2‐3 text complexity band proficiently, with scaffolding as needed at the high end of the range by the end of grade 2. Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups. Ask and answer questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text. 29 1 Materials/Links/Text References 
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Chart Paper – Labeled “Questions Readers Might Ask” Suggested Text List (2_reading_questioning_lesson 1 Appendix A) – attached below Essential Questions What should students know when unit or lesson is completed? What questions do readers ask? Essential Vocabulary  Question  Asking words (who, what, when, where, why, and how) Teacher Lesson Prep Suggestions (Optional) Label chart Page 1 AKS Lesson Plan Assessment Strategies Teacher Observations Anecdotal Notes Conference Records Required Background Knowledge for Students concepts of print reading strategies retelling vocabulary questioning Quality + Teaching Strategies X Assessment X Questioning X Modeling & Practice Comparison & Contrast X Summarizing Problem Solving X Literacy X Background Knowledge Student Goal Setting Non‐Verbal Presentation Collaboration X Vocabulary Technology CHECK ALL THAT APPLY Activating Strategy/Mini‐Lesson/Warm‐Up Connect: We have been learning how readers think about what they are reading. Teach: Today we will learn some questions that readers ask about their books. Display a chart titled “Questions Readers Might Ask”. When readers read, they ask questions about their story. [You might say] When I read a story, I wonder “who” the characters are. Active Engagement: Have students turn and talk and tell their partner some questions that they might ask about a story. Have 6 to 8 students share a question that they would ask about a book. Record their questions on the chart paper. As you record, underline the asking words with a different color marker. [You might say] You came up with many questions that readers ask about stories. You used the asking words _____, _____, and ____ (refer to underlined words) in your questions. Link: Today you will and ask yourself questions about your story before you begin reading. Instructional Activities/Independent Time 
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Students should read independently and think about questions they have before reading. Teacher should confer with several students and ask students what questions they had about their story before reading. Page 2 AKS Lesson Plan Differentiation Scaffolds/Language/ESOL Interventions/Extensions/Enrichment/Other Intervention: Record 2 asking words for students to use as prompts to ask questions –“who” and “where”. Extension: Students record their questions and record answers to questions as they find them during their independent reading. Summarizing Strategies/Share Gather readers together and ask 3 students to share a question they asked before reading. Other (Optional) Copyright/Citations (as needed) Page 3 AKS Lesson Plan 2_reading_questioning_lesson 1 Appendix A Quarter 1 Informational Short Texts Creatures of Earth, Sea, and Sky: Poems Butterfly Eyes and Other Secrets of the Meadow Feathers – Poems About Birds Safe, Warm, and Snug Between Earth and Sky: Legends of Native American Sacred Places The Circle of Thanks: North American Poems and Songs of Thanksgiving Dancing Teepees The Earth Under Sky Bear’s Feet Informational Extended Texts Buffalo Hunt Clambake: A Wampanoag Tradition The Long March Sacagawea Sequoyah The Cherokee Monarchs Why? Wings of Light‐The Migration of the Yellow Butterfly Monarch Butterfly One Tiny Turtle Short Literature Texts Growing Frogs The Emperor’s Egg Please Bury Me in the Library Wonderful Words – Poems About Reading, Writing, Speaking, and Listening Every Living Thing Waiting To Waltz: A Childhood Night In The Country Extended Literature Texts Squanto’s Journey The Lotus Seed One Green Apple Fly Away Home Amelia’s Road The Great Kapok Tree All I See An Angel For Solomon Singer Cheyenne Again Page 4 AKS Lesson Plan Georgia Heard Joyce Sidman Eileen Spinelli Stephen Swinburn Joseph Bruchac Joseph Bruchac Virginia Driving Hawk Sneve Joseph Bruchac Russell Freedman Russell M. Peters Marie‐Louis Fitzpatrick Liselotte Erdrich James Rumford Virginia Driving Hawk Sneve Kathryn Lasky Lila Prap Stephen R. Swinburne Gail Gibbons Nicola Davies and Jane Chapman Vivian French Martin Jenkins J. Patrick Lewis Lee Bennett Hopkins Cynthia Rylant Cynthia Rylant Cynthia Rylant Joseph Bruchac Sherry Garland Eve Bunting Eve Bunting Linda Altman Lynne Cherry Cynthia Rylant Cynthia Rylant Eve Bunting Sitting Bull Remembers Walk Two Moons The Lotus Seed A Boy Called Slow The Legend of the Indian Paintbrush Up North at the Cabin How Chipmunk Got His Stripes Swimmy An Extraordinary Egg First The Egg I’ll Follow The Moon Owl Moon The Tiny Seed Community Building Texts Molly Lou Melon I Like Myself Dumpy LaRue Hurty Feelings Enemy Pie When Sophie Gets Angry Chrysanthemum The Recess Queen The Dot Meggie Moon Odd Velvet Have You Filled a Bucket Today Informational Big Books Growing Vegetable Soup Patty Lovell Karen Beaumont Elizabeth Winthrop Helen Lester Derek Munson Molly Bang Kevin Henkes Laura Huliska‐Beith Peter H. Reynolds Elizabeth Baguley Mary E. Whitcomb Carol McCloud Lois Ehlert Being a Scientist Natalie Lunis and Nancy White Life in Your Backyard Natalie Lunis Living Things Alan Trussell‐Cullen A Butterfly Is Born Melvin Berger Caterpillar Diary David Drew Tadpole Diary David Drew Chickens Aren’t The Only Ones Ruth Heller Page 5 AKS Lesson Plan Ann Turner and Wendell Minor Sharon Creech Sherry Garland Joseph Bruchac Tomie dePaola Martha Wilson Chall Joseph Bruchac Leo Lionni Leo Lionni Laura Vacarro Seeger Stephanie Lisa Tara Jane Yolen Eric Carle Magazines Click Ask Kids Discover National Geographic Young Explorer Scholastic News Time for Kids Weekly Reader Websites www.nationalgeographic.com/kids www.timeforkids.com/TFK www.nwf.org/kids www.nytimes.com/learning www.thinkquest.org Page 6 AKS Lesson Plan Science, Exploration, Nature, and History Arts and Science Social Studies or Science Science, Social Studies, and Geography Current News News Magazine Weekly Magazine Geographic, Scientific, and Historical Concepts Current Events Animals and Animal Conservation News Summaries and Science Q&A’s Education Website Resource Academic Knowledge & Skills Lesson Plan Lesson Name Lesson 2 How do readers ask questions? Grade 2 Subject Course Topic‐Strand Language Arts Unit Name Questioning Reading Estimated Time Needed for Lesson (Minutes/Hours/Days) 1 hour AKS # Description 9 29 1 Read and comprehend literature, including stories and poetry, in the grades 2‐3 text complexity band proficiently, with scaffolding as needed at the high end of the range by the end of grade 2. Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups. Ask and answer questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text. Materials/Links/Text References 
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Short Literary Text Chart paper (divided into 3 sections with Before/During/After) Essential Questions What should students know when unit or lesson is completed? What questions do readers ask? Essential Vocabulary 
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Question Asking words (who, what, when, where, why, and how) Teacher Lesson Prep Suggestions (Optional) Locate Text Label chart Page 1 AKS Lesson Plan Assessment Strategies Teacher Observations Anecdotal Notes Conference Records Required Background Knowledge for Students concepts of print reading strategies retelling vocabulary questioning Quality + Teaching Strategies X Assessment X Questioning X Modeling & Practice Comparison & Contrast X Summarizing Problem Solving X Literacy X Background Knowledge Student Goal Setting Non‐Verbal Presentation Collaboration X Vocabulary Technology CHECK ALL THAT APPLY Activating Strategy/Mini‐Lesson/Warm‐Up Connect: Yesterday we learned some words that we can use to ask questions about a story. Teach: Today we will learn how to ask questions before, during, and after we read. Remind students that they can use words like who, what, where, when, why, and how to begin their questions. Show them the cover of a short literature text. Ask students to turn and talk with a partner and share any questions they have based on the title and cover of the book. Record the questions on the Before section of your chart paper. Read the story, stopping at various parts to record your questions. Record these under the During section of your chart. After you finish reading the story, tell your students that readers often have questions after they are done reading. Invite them to share any questions they are still wondering about. Record these questions under the After section on your chart. Active Engagement: Turn and talk with a partner and share any questions you have based on the title, cover, or picture in your book. Link: You will notice the questions you are asking yourself as you read today. Page 2 AKS Lesson Plan Instructional Activities/Independent Time 
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Students should read independently, thinking about the questions they have before, during, and after reading. Teacher should confer with several students and note what kinds of questions they are asking. Differentiation Scaffolds/Language/ESOL Interventions/Extensions/Enrichment/Other Intervention: Record 2 asking words for students to use as prompts to ask questions –“who” and “where” Extension: Students record their questions and record answers to questions as they find them during their independent reading. Summarizing Strategies/Share Gather readers together and ask 3 students to share what kinds of questions they found themselves asking as they read. Other (Optional) This could be a 3 day lesson, focusing on before questions on day 1, during questions on day 2, and after questions on day 3. Copyright/Citations (as needed) Page 3 AKS Lesson Plan Academic Knowledge & Skills Lesson Plan Lesson Name Lesson 3 How do readers use their schema to ask questions? Grade 2 Subject Course Topic‐Strand Language Arts Unit Name Questioning Reading Estimated Time Needed for Lesson (Minutes/Hours/Days) 1 hour AKS # Description 9 29 1 Read and comprehend literature, including stories and poetry, in the grades 2‐3 text complexity band proficiently, with scaffolding as needed at the high end of the range by the end of grade 2. Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups. Ask and answer questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text. Materials/Links/Text References 
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Short Literature Text: Suggested Text – Night in the Country by Cynthia Rylant Chart paper (divided into 3 sections with Before/During/After) Essential Questions What should students know when unit or lesson is completed? How do readers use their schema to ask questions?
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Question Asking words (who, what, when, where, why, and how) Schema Teacher Lesson Prep Suggestions (Optional) Checkout text from library (either the suggested text or another short literature text) Label chart Page 1 AKS Lesson Plan Assessment Strategies Teacher Observations Anecdotal Notes Conference Records Required Background Knowledge for Students concepts of print reading strategies retelling vocabulary questioning Quality + Teaching Strategies X Assessment X Questioning X Modeling & Practice Comparison & Contrast X Summarizing Problem Solving X Literacy X Background Knowledge Student Goal Setting Non‐Verbal Presentation Collaboration X Vocabulary Technology CHECK ALL THAT APPLY Activating Strategy/Mini‐Lesson/Warm‐Up Connect: Yesterday we learned how to ask questions before, during, and after reading. Teach: Today you will learn how to use your schema to ask questions. Ask them what kind of schema they have for the country. Have students close their eyes for 30 seconds and think about the county, and then turn and talk about 1 thing they thought about. Show them the cover of the suggested text and invite them to share any questions they may have based on the title and cover. [You might say] How do you think your schema helps you to ask questions about this book? Give an example of how your schema for the county helped you ask questions. [You might say] My grandparents lived in the country when I was growing up. They had a lot of land, trees, and animals. I wonder if there will be animals in this book? I wonder what happens in the country at night? Record the questions on the Before section of your chart paper. Read the story, stopping at various parts to record your questions. These should be recorded under the During section of your chart. After you are finished reading the story, remind your students that readers often have questions after they are done reading. Invite them to share any questions they are still wondering about. Record these questions under the After section on your chart. Active Engagement: Show your partner your independent reading book and share a question with your partner about your book. Link: Today you will notice the questions you are asking yourself as you read. Page 2 AKS Lesson Plan Instructional Activities/Independent Time 
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Students should read independently, thinking about the questions they have before, during, and after reading. Teachers should confer with several students and note the kinds of questions they are asking. Differentiation Scaffolds/Language/ESOL Interventions/Extensions/Enrichment/Other Intervention: Record 2 asking words for students to use as prompts to ask questions –“who” and “where”. Extension: Students record their questions and record answers to questions as they find them during their independent reading. Summarizing Strategies/Share Gather readers together and ask 3 students to share what kinds of questions they found themselves asking as they read. Other (Optional) Copyright/Citations (as needed) Page 3 AKS Lesson Plan Academic Knowledge & Skills Lesson Plan Lesson Name Lesson 4 How do readers use their mental images to ask questions? Grade 2 Subject Course Topic‐Strand Language Arts Unit Name Questioning Reading Estimated Time Needed for Lesson (Minutes/Hours/Days) 1 hour AKS # Description 9 29 1 Read and comprehend literature, including stories and poetry, in the grades 2‐3 text complexity band proficiently, with scaffolding as needed at the high end of the range by the end of grade 2. Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups. Ask and answer questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text. Materials/Links/Text References 
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Suggested Short Informational Text: The Galapagos Tortoise by Georgia Heard (2_reading_questioning_ Lesson 4_Appendix A) Chart paper (divided into 3 sections with Before/During/After) Essential Questions What should students know when unit or lesson is completed? How do readers use their mental images to ask questions?
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Question Asking words (who, what, when, where, why, and how) Mental Image (picture in their mind) Page 1 AKS Lesson Plan Teacher Lesson Prep Suggestions (Optional) Checkout text from library (either the suggested text or another short literature text) Label chart Assessment Strategies Teacher Observations Anecdotal Notes Conference Records Required Background Knowledge for Students concepts of print reading strategies retelling vocabulary questioning Quality + Teaching Strategies X Assessment X Questioning X Modeling & Practice Comparison & Contrast X Summarizing Problem Solving X Literacy X Background Knowledge Student Goal Setting Non‐Verbal Presentation Collaboration X Vocabulary Technology CHECK ALL THAT APPLY Activating Strategy/Mini‐Lesson/Warm‐Up Connect: Yesterday we learned how to use our schema to ask questions. Teach: Today we will learn how to use our mental images to ask questions. Read the title of the poem, “The Galapagos Tortoise” aloud to your students. Ask students to create a mental image (picture in their head) after hearing the title. Have them turn and talk to a neighbor about their mental images. Ask students to think about their schema for this topic. Have them turn and talk to the same neighbor about their schema. Invite them to think of any questions they are wondering about. Record the questions on the Before section of your chart paper. Read the poem, stopping at various parts to record your questions and be sure to discuss their mental images and schema as well. These should be recorded under the During section of your chart. After you are finished reading the poem, remind your students that readers often have questions after they are done reading. Invite them to share any questions they are still wondering about. Record these questions under the After section on your chart. Active Engagement: Read one page of your book to a partner. Your partner should describe the mental image created and any questions he/she has now. Link: Today you will notice the questions you are asking yourself as you read. Page 2 AKS Lesson Plan Instructional Activities/Independent Time 
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Students should read independently, thinking about the questions they have before, during, and after reading. Teacher should confer with several students and note what kinds of questions they are asking. Differentiation Scaffolds/Language/ESOL Interventions/Extensions/Enrichment/Other Intervention: Record 2 asking words for students to use as prompts to ask questions –“who” and “where” Extension: Students record their questions and record answers to questions as they find them during their independent reading. Summarizing Strategies/Share Gather readers together and ask 3 students to share what kinds of questions they found themselves asking as they read. Other (Optional) Copyright/Citations (as needed) 2_reading_questioning_ Lesson 4_Appendix A Page 3 AKS Lesson Plan The Galapagos Tortoise
Lifted from the book Creatures of Earth, Sea, and Sky by Georgia Heard
The last of his kind,
One Galapagos tortoise
Wanders the island for plants to eat.
The last of his kindSailors killed them for food,
Cattle trampled their nests,
And rats ate their eggs.
The last of his kind.
Once there were thousands.
Now he’s the only one.
Page 4 AKS Lesson Plan Academic Knowledge & Skills Lesson Plan Lesson Name Lesson 5 What do we know about questioning? Grade 2 Subject Course Topic‐Strand Language Arts Unit Name Questioning Reading Estimated Time Needed for Lesson (Minutes/Hours/Days) 1 hour AKS # Description 9 29 1 Read and comprehend literature, including stories and poetry, in the grades 2‐3 text complexity band proficiently, with scaffolding as needed at the high end of the range by the end of grade 2. Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups. Ask and answer questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text. Materials/Links/Text References 
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Short Literature Text Chart paper titled “Thinking About Questioning” ‐Divided into 3 sections with these headings: What do we know about questioning? How does asking questions help us read? How do readers figure out the answers Chart paper to record Before/During/After questions Sticky notes Essential Questions What should students know when unit or lesson is completed? How does asking questions help you become a better reader?
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Question Asking words (who, what, when, where, why, and how) Mental Image (picture in their mind) Schema Page 1 AKS Lesson Plan Teacher Lesson Prep Suggestions (Optional) Text from library Label chart Assessment Strategies Teacher Observations Anecdotal Notes Conference Records Required Background Knowledge for Students concepts of print reading strategies retelling vocabulary questioning Quality + Teaching Strategies X Assessment X Questioning X Modeling & Practice Comparison & Contrast X Summarizing Problem Solving X Literacy X Background Knowledge Student Goal Setting Non‐Verbal Presentation Collaboration X Vocabulary Technology CHECK ALL THAT APPLY Activating Strategy/Mini‐Lesson/Warm‐Up Connect: Yesterday we learned how to use our mental images to ask questions. Teach: Today we will learn how asking questions makes us become better readers. Show the cover of the short literature text. Give students a sticky note and have them record a question that they are wondering about. Students post their sticky notes on the Before section of your chart paper. Read the story, stopping at various parts to record your questions and be sure to discuss their mental images and schema as well. These should be recorded under the During section of your chart. After you are finished reading the story, remind your students that readers often have questions after they are done reading. Invite them to share any questions they are still wondering about. Record these questions under the After section on your chart. Active Engagement: Before you send them off to read independently, ask them what they know about questioning. Add their responses to your chart under the heading What do we know about questioning? Page 2 AKS Lesson Plan Example: Thinking about Questioning What do we know about questioning? How does asking questions help us read? How do readers figure out the answers to questions? Refer back to this chart and add new thinking as you move through the unit. Link: Today you will notice the questions you are asking yourself as you read. Instructional Activities/Independent Time 
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Pass out three sticky notes to each student. Encourage them to place one sticky where they asked a before question, during question, and an after question. You may want to have them code the sticky notes with a B, D, A to remind them of the question they asked at that particular time in the book. Teachers should confer with several students and note what kinds of questions they are asking. Differentiation Scaffolds/Language/ESOL Interventions/Extensions/Enrichment/Other Extension: Students can record their Before/During/After questions on their sticky notes. Summarizing Strategies/Share Gather your readers back to the share circle and encourage them to use the following language as they share their sticky notes with a partner: When I read the part about _______, it made me wonder_______. My mental image from this part______ made me wonder about/if/how… This part reminded me of a time when___________ so I wondered___________. *You may want to make a chart of this language to use for further lessons. Other (Optional) Copyright/Citations (as needed) Page 3 AKS Lesson Plan Academic Knowledge & Skills Lesson Plan Lesson Name Lesson 6 How do readers ask thoughtful questions? Grade 2 Subject Course Topic‐Strand Language Arts Unit Name Questioning Reading Estimated Time Needed for Lesson (Minutes/Hours/Days) 1 hour AKS # Description 9 29 1 Read and comprehend literature, including stories and poetry, in the grades 2‐3 text complexity band proficiently, with scaffolding as needed at the high end of the range by the end of grade 2. Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups. Ask and answer questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text. Materials/Links/Text References 
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Suggested Extended Literature Text: An Angel for Solomon Singer by Cynthia Rylant Chart Paper “Thinking About Questioning” chart (from previous lesson) Sticky notes Essential Questions What should students know when unit or lesson is completed? How do readers ask thoughtful questions? Essential Vocabulary 
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Question Asking words (who, what, when, where, why, and how) Mental Image (picture in their mind) Schema Page 1 AKS Lesson Plan Teacher Lesson Prep Suggestions (Optional) Text from library – either the suggested text or another extended literature text Assessment Strategies Teacher Observations Anecdotal Notes Conference Records Required Background Knowledge for Students concepts of print reading strategies retelling vocabulary questioning Quality + Teaching Strategies X Assessment X Questioning X Modeling & Practice Comparison & Contrast X Summarizing Problem Solving X Literacy X Background Knowledge Student Goal Setting Non‐Verbal Presentation Collaboration X Vocabulary Technology CHECK ALL THAT APPLY Activating Strategy/Mini‐Lesson/Warm‐Up Connect: Yesterday we learned how asking questions makes us better readers. Teach: Today we will learn how readers ask thoughtful questions. Begin your lesson by reviewing your Thinking About Questioning chart. Show your students the cover of An Angel for Solomon Singer. Have students turn and talk and share 1 question they have before reading. Record questions on the Before part of your chart. Tell your students that asking questions helps you understand the story better. But this only happens if your questions are purposeful and lead to a clearer understanding. As you read aloud today, model and chart your thoughtful questions. But “think aloud” some questions that are not purposeful or lead to a greater understanding. For example, on page 6 a thoughtful question would be “Where does Solomon go when he wanders?” An example of a not so thoughtful question would be “What is the cat’s name?” Try to imbed the idea that purposeful questions come from our schema and mental images. Purposeful questions lead to relevant thinking. Active Engagement: Read one page of your independent reading book to a partner. Your partner should ask you one question that is purposeful. Link: Today you will notice the thoughtful questions that you are asking yourself before, during, and after you read. Page 2 AKS Lesson Plan Instructional Activities/Independent Time 
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Pass out three sticky notes to each student. Encourage them to place one sticky where they asked a before question, during question, and an after question. Have students code the sticky notes with a B, D, and A to remind them of the question they asked at that particular time in the book. Teacher should confer with several students and note what kinds of questions they are asking. Differentiation Scaffolds/Language/ESOL Interventions/Extensions/Enrichment/Other Extension: Students can record their Before/During/After questions on their sticky notes. Summarizing Strategies/Share Gather your readers back to the share circle and have a few share how asking questions helped them today. . Other (Optional) Copyright/Citations (as needed) Page 3 AKS Lesson Plan Academic Knowledge & Skills Lesson Plan Lesson Name Lesson 7 How do readers find answers to their questions? Grade 2 Subject Course Topic‐Strand Language Arts Unit Name Questioning Reading Estimated Time Needed for Lesson (Minutes/Hours/Days) 1 hour AKS # Description 9 29 1 Read and comprehend literature, including stories and poetry, in the grades 2‐3 text complexity band proficiently, with scaffolding as needed at the high end of the range by the end of grade 2. Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups. Ask and answer questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text. Materials/Links/Text References 
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Suggested Extended Literature Text: An Angel for Solomon Singer (or book from previous lesson) “Thinking About Questioning” chart from previous lesson Graphic organizer ‐Before /During /After Question (Appendix A) Essential Questions What should students know when unit or lesson is completed? How do readers ask find the answers to their questions? Essential Vocabulary 
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Question Asking words (who, what, when, where, why, and how) Mental Image (picture in their mind) Schema Text Page 1 AKS Lesson Plan Teacher Lesson Prep Suggestions (Optional) Prepare Before/During/After chart Assessment Strategies Teacher Observations Anecdotal Notes Conference Records Required Background Knowledge for Students concepts of print reading strategies retelling vocabulary questioning Quality + Teaching Strategies X Assessment X Questioning X Modeling & Practice Comparison & Contrast X Summarizing Problem Solving X Literacy X Background Knowledge Student Goal Setting Non‐Verbal Presentation Collaboration X Vocabulary Technology CHECK ALL THAT APPLY Activating Strategy/Mini‐Lesson/Warm‐Up Connect: Yesterday we learned how readers ask thoughtful questions. Teach: Today we will learn how to find the answers to our questions. [You might say] Watch as I model for you how I find the answers to yesterday’s questions from An Angel for Solomon Singer. Notice what I do as I reread the story and think aloud. Reread the story, thinking aloud how you answer the questions on your chart. Be sure to model “finding an answer directly in the text” (Code with a T). For example, before you read you wondered, “Where is he?” After reading the first page, you learned he is in NYC. So the answer was right in the text. If the answer is not something you can find in the text, leave it blank (inferring will be introduced in the next lesson) Page 2 AKS Lesson Plan Example: An Angel for Solomon Singer Before Is the man on the cover Solomon? T Where is he? T Is the man in the red vest an angel? T During Why can’t he paint his wall or have a pet? After Will he ever get a home? Active Engagement: Have students turn and tell a neighbor “Is the man in the red vest an angel?” and decide if this is a question they can find the answer to in the text. Record “T” on chart. Link: Today you will notice the thoughtful questions you are asking yourself before, during, and after your reading. Instructional Activities/Independent Time 
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Give students a “Before/During/After” graphic organizer and have them record their questions as they read. Teachers should confer with several students and note how they are using their graphic organizer. Differentiation Scaffolds/Language/ESOL Interventions/Extensions/Enrichment/Other Intervention: Students record 1 question before/during/after reading. Extension: Students can label their questions “B/D/A” as they record. Summarizing Strategies/Share Gather your readers back to the share circle and allow them to sit with a partner to share their questioning graphic organizers. Try to get them to use that common language of: When I was reading this… I wondered …. Discuss how their questions helped them to understand the story. Other (Optional) Copyright/Citations (as needed) Page 3 AKS Lesson Plan 2_reading_questioning_ Lesson 7_Appendix A Name:
Title:
Questions I have…
Before reading
During reading
After reading
Page 4 AKS Lesson Plan Academic Knowledge & Skills Lesson Plan Lesson Name Lesson 8 How do readers find answers to their questions? Grade 2 Subject Course Topic‐Strand Language Arts Unit Name Questioning Reading Estimated Time Needed for Lesson (Minutes/Hours/Days) 1 hour AKS # Description 9 29 1 Read and comprehend literature, including stories and poetry, in the grades 2‐3 text complexity band proficiently, with scaffolding as needed at the high end of the range by the end of grade 2. Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups. Ask and answer questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text. Materials/Links/Text References 
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Suggested Extended Literature Text: An Angel for Solomon Singer (or book from previous lesson) “Thinking About Questioning” chart from previous lesson Student’s graphic organizer ‐Before /During /After Questions (from previous lesson) – Appendix A Essential Questions What should students know when unit or lesson is completed? How do readers find the answers to their questions? Essential Vocabulary 
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Question Asking words (who, what, when, where, why, and how) Mental Image (picture in their mind) Schema Text Inferring Page 1 AKS Lesson Plan Teacher Lesson Prep Suggestions (Optional) Assessment Strategies Teacher Observations Anecdotal Notes Conference Records Required Background Knowledge for Students concepts of print reading strategies retelling vocabulary questioning Quality + Teaching Strategies X Assessment X Questioning X Modeling & Practice Comparison & Contrast X Summarizing Problem Solving X Literacy X Background Knowledge Student Goal Setting Non‐Verbal Presentation Collaboration X Vocabulary Technology CHECK ALL THAT APPLY Activating Strategy/Mini‐Lesson/Warm‐Up Connect: Yesterday we learned how readers find answers to their questions in the text. Teach: Today we will think about the questions we couldn’t find the answers to in the text. Let students know that these questions are inferential questions, questions that they can’t find answers to in the text but that they might be able to figure out from the clues in the text. Reread the questions from the “Before/During/After” chart from the previous lesson. [You might say] Yesterday, we reread the story and found answers to some of our questions in the text. We labeled these questions with a “T” for “text”. Some of the questions we asked couldn’t be found in the text. Sometimes readers ask questions that they can’t find answers to. We can infer the answers to these types of questions. “Infer” means making a good guess from the clues in the book. Yesterday, we asked the question, “Will he ever get a home?” The author didn’t let the reader know the answer to this question, so we will have to use the clues in the text and our schema to make an inference. The author didn’t tell us the answer, so I am going to write an “I” next to the question for “infer”. Readers sometimes use their schema to infer the answers to questions. Do you see any other questions that we asked that we have to infer the answers? Page 2 AKS Lesson Plan Example: An Angel for Solomon Singer
Before Is the man on the cover Solomon? T Where is he? T Is the man in the red vest an angel? T During Why can’t he paint his wall or have a pet? After Will he ever get a home? I Active Engagement: Have students turn and tell a neighbor the other questions that are inferential. Label these questions with an “I” on the chart. Link: Tell students that readers sometimes ask questions that they can’t find an answer to in the text and these are called inferential questions. Readers infer the answers to these questions. Today you will use your graphic organizer and look for answers in your text. Instructional Activities/Independent Time 
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Have students take out their “Before/During/After” graphic organizer from the previous lesson and reread, looking for answers in the text. Tell students to label answers found in the text with a “t” and answers that have to be inferred with an “I”. Teachers should confer with several students and note how they are labeling their questions. Differentiation Scaffolds/Language/ESOL Interventions/Extensions/Enrichment/Other Extension: Students can begin a new “Before/During/After” graphic organizer. Summarizing Strategies/Share Gather your readers back to the share circle and allow them to sit with a partner to share their questioning graphic organizers. Have partners share 2 answers found in the text and 2 answers they would have to infer. Other (Optional) Copyright/Citations (as needed) Page 3 AKS Lesson Plan 2_reading_questioning_ Lesson 8_Appendix A Name:
Title:
Questions I have…
Before reading
During reading
After reading
Page 4 AKS Lesson Plan Academic Knowledge & Skills Lesson Plan Lesson Name Lesson 9 How do readers dig deeper to find the answer to unanswered questions? Grade 2 Subject Course Topic‐Strand Language Arts Unit Name Questioning Reading Estimated Time Needed for Lesson (Minutes/Hours/Days) 1 hour AKS # Description 9 29 1 Read and comprehend literature, including stories and poetry, in the grades 2‐3 text complexity band proficiently, with scaffolding as needed at the high end of the range by the end of grade 2. Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups. Ask and answer questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text. Materials/Links/Text References 
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Short Literature Text “Thinking About Questioning” chart from previous lesson Chart paper for your Before/During/After questions Chart paper to make the “I Wonder Web” (see example) Before/During/After Question Graphic Organizer – Appendix A Dictionaries (if needed) Essential Questions What should students know when unit or lesson is completed? How do readers find the answer to unanswered questions? Essential Vocabulary 
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Question Asking words (who, what, when, where, why, and how) Mental Image (picture in their mind) Schema Text Inferring Page 1 AKS Lesson Plan Teacher Lesson Prep Suggestions (Optional) Checkout book from library Prepared charts Assessment Strategies Teacher Observations Anecdotal Notes Conference Records Required Background Knowledge for Students concepts of print reading strategies retelling vocabulary questioning inferring Quality + Teaching Strategies X Assessment X Questioning X Modeling & Practice Comparison & Contrast X Summarizing Problem Solving X Literacy X Background Knowledge Student Goal Setting Non‐Verbal Presentation Collaboration X Vocabulary Technology CHECK ALL THAT APPLY Activating Strategy/Mini‐Lesson/Warm‐Up Connect: Yesterday we learned how readers find answers to their questions. Teach: Begin your lesson by reviewing your Thinking about Questioning chart. Show the cover of today’s short literature text. Read and record your before, during, and after questions. Be sure to have at least one or two questions that you are unable to answer. This is going to be a good time to introduce the idea of an outside source as being a way that a reader can find an answer to a question. The dictionary may be your outside source when they wonder what a vocabulary word means. You will model how readers ask questions and find answers simultaneously. By the end of your lesson, all of the questions you were able to answer on your chart should be coded with how you found the answer. Next, tell your readers that sometimes answers can’t be found as easily. Readers have to infer the answer by using their schema, by creating mental images by using clues in the text, and by talking with others to figure out what makes the most sense to them. Invite your readers to take a look at your list of questions and notice the ones that have not been answered. Choose one from the list that they really want to figure out. Add that question to the middle of your I Wonder Web chart (see below). Think aloud about how you might make sense of it. Add your interpretation to one of the lines. Page 2 AKS Lesson Plan Have readers to turn and talk about what they think. Add their interpretations to the web. _______________ _________________
Why …
_______________ _______________ Wrap up your lesson by discussing the different ways that you have come to think about or interpret the question. Active Engagement: Review your chart with your partner and discuss your questions that you could not find the answers for in your book. Link: Today you will ask questions and find your answers in the text or infer the answer based on clues and your schema. Instructional Activities/Independent Time 
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Give students a new “Before/During/After” graphic organizer and have them record their questions. Encourage students to code their questions after reading. T=text; I=infer Teachers should confer with several students and note how their questioning is progressing. Differentiation Scaffolds/Language/ESOL Interventions/Extensions/Enrichment/Other Intervention ‐ Students only ask questions “before” reading and look for answers. Extension: Students can record the reasoning behind their inferences. Summarizing Strategies/Share Gather your readers back to the share circle and allow them to share what they noticed about reading and answering questions simultaneously. Other (Optional) Copyright/Citations (as needed) Page 3 AKS Lesson Plan 2_reading_questioning_Unit 6_Lesson 10_Appendix A Name: Title:
Questions I have…
Before reading
During reading
After reading
Page 4 AKS Lesson Plan Academic Knowledge & Skills Lesson Plan Lesson Name Lesson 10 How do readers dig deeper to find out the answers to unanswered questions? Grade 2 Subject Course Topic‐Strand Language Arts Unit Name Questioning Reading Estimated Time Needed for Lesson (Minutes/Hours/Days) 1 hour AKS # Description 9 29 1 Read and comprehend literature, including stories and poetry, in the grades 2‐3 text complexity band proficiently, with scaffolding as needed at the high end of the range by the end of grade 2. Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups. Ask and answer questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text. Materials/Links/Text References 
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Previously Read Short Literature Text “Thinking About Questioning” chart from previous lesson Chart paper for your Before/During/After questions Before/During/After graphic organizer – Appendix A I Wonder Web graphic organizer (1 per pair of students) – Appendix B Essential Questions What should students know when unit or lesson is completed? How do readers find the answers to their unanswered questions? Essential Vocabulary 
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Question Asking words (who, what, when, where, why, and how) Mental Image (picture in their mind) Schema Text Inferring Page 1 AKS Lesson Plan Teacher Lesson Prep Suggestions (Optional) Checkout book from library Prepared charts Assessment Strategies Teacher Observations Anecdotal Notes Conference Records Required Background Knowledge for Students concepts of print reading strategies retelling vocabulary questioning inferring Quality + Teaching Strategies X Assessment X Questioning X Modeling & Practice Comparison & Contrast X Summarizing Problem Solving X Literacy X Background Knowledge Student Goal Setting Non‐Verbal Presentation Collaboration X Vocabulary Technology CHECK ALL THAT APPLY Activating Strategy/Mini‐Lesson/Warm‐Up Connect: Yesterday we learned how readers find answers to their questions. Teach: Today we will continue practicing how to find answers to our unanswered questions. Show the cover of today’s read aloud. Read and record your before, during, and after questions. Be sure to have at least one or two questions that you are unable to answer. You will model how readers ask questions and find answers simultaneously. By the end of your lesson, all of the questions you were able to answer on your chart should be coded with how you found the answer (T for in the text, I for inferred). Next remind your readers that sometimes answers can’t be found as easily. Readers have to interpret the answer by using their schema, creating mental images, using clues in the text, and by talking with others to figure out what makes the most sense to them. Active Engagement: Invite your readers to take a look at your list of questions and notice the ones that have not been answered. Put your students into partners and have them choose one from the list that they really want to figure out. Have partners add that question to the middle of their I Wonder Web chart (Attachment B). Have them think aloud with each other about how they might make sense of it. Teach: After their discussion, have them add their interpretations to their web. Link: Today you will ask questions and find your answers in the text or infer the answer based on clues and your schema. Page 2 AKS Lesson Plan Instructional Activities/Independent Time 
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Students continue to add answers to their “Before/During/After” graphic organizer from yesterday and record their questions. Encourage students to code their questions after reading. T=text; I=infer Teachers should confer with several students and note how their questioning and answering is progressing. Differentiation Scaffolds/Language/ESOL Interventions/Extensions/Enrichment/Other Intervention: Students only ask questions “before” reading and look for answers. Extension: Students can record the reasoning behind their inferences. Summarizing Strategies/Share Gather your readers back to the share circle and allow them to share and compare their questions and answers. Other (Optional) Copyright/Citations (as needed) Page 3 AKS Lesson Plan 2_reading_questioning_ Lesson 10_Appendix A Name: Title:
Questions I have…
Before reading
During reading
After reading
Page 4 AKS Lesson Plan 2_reading_questioning_ Lesson 10_Appendix B Name: ______________________ Title: ________________________ I wonder… Page 5 AKS Lesson Plan Academic Knowledge & Skills Lesson Plan Lesson Name Lesson 11 How do readers use what they know about questioning when reading informational? Grade 2 Subject Course Topic‐Strand Language Arts Unit Name Questioning Reading Estimated Time Needed for Lesson (Minutes/Hours/Days) 1 hour AKS # Description 19 29 1 Read and comprehend informational texts, including history/social studies, science, and technical texts, in the grades 2‐3 text complexity band proficiently, with scaffolding as needed at the high end of the range by the end of grade 2. Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups. Ask and answer questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text. Materials/Links/Text References 
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Extended Informational Text “Thinking About Questioning” chart from previous lesson Chart paper for your Before/During/After questions Before/During/After graphic organizer – Appendix A I Wonder Web graphic organizer (1 per pair) – Appendix B Essential Questions What should students know when unit or lesson is completed? How do readers use what they know about questioning when reading informational? Essential Vocabulary 
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Question Asking words (who, what, when, where, why, and how) Mental Image (picture in their mind) Schema Text Inferring Informational Page 1 AKS Lesson Plan Teacher Lesson Prep Suggestions (Optional) Checkout extended informational text from library Prepared charts Assessment Strategies Teacher Observations Anecdotal Notes Conference Records Required Background Knowledge for Students concepts of print reading strategies retelling vocabulary questioning inferring fiction/informational Quality + Teaching Strategies X Assessment X Questioning X Modeling & Practice Comparison & Contrast X Summarizing Problem Solving X Literacy X Background Knowledge Student Goal Setting Non‐Verbal Presentation Collaboration X Vocabulary Technology CHECK ALL THAT APPLY Activating Strategy/Mini‐Lesson/Warm‐Up Connect: Yesterday we practiced how readers find answers to their questions. Teach: Today we will learn how readers use what they know about questioning when reading informational. Begin your lesson by reviewing your Thinking about Questioning chart. Show the cover of today’s read aloud. Read and record your before, during, and after questions. Be sure to have at least one or two questions that you are unable to answer. You will model how readers ask questions and find answers simultaneously. By the end of your lesson, all of the questions you were able to answer on your chart should be coded with how you found the answer. Next remind your readers that sometimes answers can’t be found as easily. Readers have to interpret the answer by using their schema, creating mental images, using clues in the text, and by talking with others to figure out what makes the most sense to them. Invite your readers to take a look at your list of questions and notice the ones that have not been answered. Active Engagement: Put your students into partners and have them choose one from the list that they really want to figure out. Pass out one “I Wonder Web” to each pair. Have partners add that question to the middle of their I Wonder Web chart. Have them think aloud with each other about how they might make sense of it. Have students add their interpretations to their web. Link: When reading informational texts, readers ask questions and use their schema, create mental images, use clues from text, and talk to others to figure out answers. Page 2 AKS Lesson Plan Instructional Activities/Independent Time 
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Students read an informational text and complete a “Before/During/After” chart while reading. Students can code their questions and work to find answers to the questions. Teachers should confer with several students and note how their questioning and answering is progressing. Differentiation Scaffolds/Language/ESOL Interventions/Extensions/Enrichment/Other Intervention: Students only ask questions “before” reading and look for answers. Extension: Students can complete an “I Wonder Web” to extend their thinking. Summarizing Strategies/Share Gather your readers back to the share circle and allow them to share the Before/During/After chart. Other (Optional) Copyright/Citations (as needed) Page 3 AKS Lesson Plan 2_reading_questioning_Lesson 11_Appendix A Name: Title:
Questions I have…
Before reading
During reading
After reading
Page 4 AKS Lesson Plan 2_reading_questioning_Lesson 11_Appendix B Name: ______________________ Title: ________________________ I wonder… Page 5 AKS Lesson Plan Academic Knowledge & Skills Lesson Plan Lesson Name Lesson 12 How do readers use what they know about questioning when reading informational? Grade 2 Subject Course Topic‐Strand Language Arts Unit Name Questioning Reading Estimated Time Needed for Lesson (Minutes/Hours/Days) 1 hour (may take 2 days to complete this lesson) AKS # Description 19 29 1 Read and comprehend informational texts, including history/social studies, science, and technical texts, in the grades 2‐3 text complexity band proficiently, with scaffolding as needed at the high end of the range by the end of grade 2. Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups. Ask and answer questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text. Materials/Links/Text References 
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Basket of informational titles that you know will interest your readers I Wonder Web graphic organizer (1 per pair) Before/During/After graphic organizer Essential Questions What should students know when unit or lesson is completed? How do readers use what they know about questioning when reading informational? Essential Vocabulary 
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Question Asking words (who, what, when, where, why, and how) Mental Image (picture in their mind) Schema Text Inferring Informational Page 1 AKS Lesson Plan Teacher Lesson Prep Suggestions (Optional) Checkout informational books from library Prepared charts Assessment Strategies Teacher Observations Anecdotal Notes Conference Records “I Wonder Web” Before/During/After chart Required Background Knowledge for Students concepts of print reading strategies retelling vocabulary questioning inferring fiction/informational Quality + Teaching Strategies X Assessment X Questioning X Modeling & Practice Comparison & Contrast X Summarizing Problem Solving X Literacy X Background Knowledge Student Goal Setting Non‐Verbal Presentation Collaboration X Vocabulary Technology CHECK ALL THAT APPLY Activating Strategy/Mini‐Lesson/Warm‐Up Connect: Yesterday we learned how readers use what they know about questioning when reading informational. Teach: Today we will practice how readers use what they know about questioning when reading informational. Tell your readers that it is their chance to draw from what they have learned about asking and answering questions and apply it to an informational book of their choice. Tell them they will be working with a partner to select a book that interests both of them. Pairs will read the book together and record their questions on the Before/During/After questioning graphic organizer. Have them code their questions as they read. After they are finished reading, they should choose a question they did not find the answer to and write it in the middle of their I Wonder Web. They will use their webs as they think through their interpretations. Active Engagement: Have students turn and tell a neighbor what the directions for today’s assignment. Link: You have learned how to ask, find, and infer the answers to questions. Today you will work with a partner and record your questions and answers. Page 2 AKS Lesson Plan Instructional Activities/Independent Time 
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Pairs work together to read an informational text, record their questions before, during, and after reading, and then complete an “I Wonder Web”. The partners will try to locate answers to their questions. Teachers should confer with several pairs as they complete the assignment. Differentiation Scaffolds/Language/ESOL Interventions/Extensions/Enrichment/Other Intervention: Choose an informational book for students to use. Summarizing Strategies/Share Gather your readers back to the share circle and discuss how all of their questioning strategies have helped them as a reader. Are they making stronger connections? Are their mental images helping them to figure things out? Are their questions helping them with making better predictions? Are they staying and not straying? Are they able to really work things out when meaning breaks down? Other (Optional) This lesson may take 2 days to complete. Copyright/Citations (as needed) Page 3 AKS Lesson Plan 2_reading_questioning_Lesson12_Appendix A Name: Title:
Questions I have…
Before reading
During reading
After reading
Page 4 AKS Lesson Plan 2_reading_questioning_Lesson 12_Appendix B Name: ______________________ Title: ________________________ I wonder… Page 5 AKS Lesson Plan