Comprehension Arc Lesson 1: Questioning
Tara Wessel
Grade Level: 1st
Group Size: 6

Objectives
 Students will identify and list the big 6 questioning words.
 Students will apply questioning words to different parts of a story by
creating at least 1 inquiry and responding to at least 1 inquiry.
 Through my modeling and group discussion, students will be able to
explain, in in their own words, why good readers use questioning
throughout a text.

Standards Addressed
 CCSS.ELA-Literacy.RL1.1: Ask and answer questions about key details in
a text.

Lesson Assessment
 Students will be assessed on their verbal contributions. I will listen for
students to use question words throughout the lesson. I will pay attention
to how much and what information each student shares at the end of the
lesson. I will listen for an apparent understanding of what questioning
words are and where/how we use them throughout reading a text. To
record these assessments, I will place a check next to the name of the
student for each appropriate comment made throughout the lesson. I will
also write down any particularly thought-provoking statements for further
reference, and any statements that raise a need for follow up with that
individual.

Modeling
 I will begin the lesson by introducing the idea of questioning. I will ask
students:
o Why do people ask questions? When do you usually ask
questions? What do questions help us to do?
 I am looking for students to tell me questions help us
understand things and be better at something. I want them to
explain that we ask questions when we need help
understanding.
 The students will then be asked to create a list of “question words” that I
will write down and leave visible for the duration of the lesson.
 Next, we will discuss WHY and WHEN asking questions is important in
everyday life.
 I will ask students to share a time when asking questions helped them to
learn something new.
 Leading off of this talk, I will state that good readers ask questions before,
during, and after reading a story. I will explain that if we didn’t ask
ourselves questions while reading, we wouldn’t learn as much from the
book.
 Then, I will discuss what TYPES of questions good readers ask at these
different points in a story:
1. BEFORE: What does the title tell me about this book? What do I
already know about this topic? Have I read a book by this author
before? Does the cover art give me any clues about this book? Etc.
2. DURING: Where is this story taking place? Who are the main
characters? Why did blank happen? What do I think is going to
happened next? Etc.
3. AFTER: Did I enjoy this book? Why or why not? Did any of my
predictions come true? How could the story have ended differently?
What do I wish would have happened? Etc.

Scaffolding
 After I have modeled how to use questioning, I will move on to my readaloud. I will read A Bad Case of Stripes by David Shannon
 Before starting the story, I will prompt students to ask and answer some
“before reading” questions. If they struggle to come up with some, I will
ask the questions and allow them to answer and discuss.
o “This book is written and illustrated by David Shannon. Has anyone
read another book by David Shannon?”
o “What clues can we take from the title of this book? What do you
think it might be about?”
o “Let’s look at the cover art. What might this illustration tell us about
the story?”
o “What do you think the problem in this story will be?”
 Throughout the story, I will ask questions when pertinent. I will also allow
times for the students to ask questions of their own.
o Inside cover: “What do you think these green things are? How
might they be connected to the story?”
o Page 1: “What does it mean to ‘fret’?” “What do you think could
have made her scream?”
o Page 3: “How do you think your parents or doctor would react if you
became covered with stripes?”
o Page 4: “I’m noticing a connection here. Does anyone else notice a
connection between what’s happening in the room and Camilla’s
appearance? What is it?...I’m anxious to see if this continues to
happen.”
o Page 6: “Why do you suppose the author keeps bringing up lima
beans? Do we know what their purpose is yet?...That’s something
we need to be aware of as we keep moving through the story!”
o Page 7: “Who are ‘specialists’?”
o Page 9: “Before I read the page, let’s take a look at this illustration.
What can you tell me about the picture?”
o Page 10: “What do you think it’s like for Camilla knowing all these
people are outside her house? What would you be feeling at this
point?”
o Page 12: “Do we have any ideas for remedies? What would you try
to help make Camilla back to normal?”
o Page 13: “So we already saw all those different specialists try to
cure Camilla and nothing worked. Do you think this old woman will
be able to? What about Camilla's parents; do you think they would
believe this woman?”
o Page 14: “So now we know the point of the lima beans. Is this how
you thought they would be used? Do you think that’s all it will take
to cure Camilla?”
 After completing the story, I will prompt students to ask and answer some
“after reading” questions. Again, if they struggle to come up with some, I
will ask the questions and allow them to answer and discuss.
o “Do you think the title for this book was a good one? What might be
some other good titles?”
o What was your favorite part of the story?
o “If David Shannon said you could change one thing in this book,
what would it be?”
o “How did Camilla change throughout the story?”
o Did this book remind you of anything you’ve experienced? Another
book you’ve read?”

Share and Discussion
 Next, I will remind students of how we earlier discussed how questioning
helps us to better understand things.
 I will ask them how they think questioning helped them to better
understand this story. Throughout this discussion, I will refer and prompt
the students to refer back to specific times we asked questions.
 When this discussion comes to a close, I will compliment the students on
working to become better readers and thank them for their attention.

Resources and Materials
1. Poster board
2. Marker(s)
3. A Bad Case of Stripes by David Shannon
Student Name
Identified
Question
Word
Asked
Question
Answered
Question
Comment
Teacher’s
Notes
Comprehension Arc Lesson 2: Questioning
Tara Wessel
Grade Level: 1st
Group Size: 6

Objectives
 Students will demonstrate an understanding of question words by creating
or responding to at least 1 inquiry.
 Students will distinguish between “thick” and “thin” questions by classifying
at least 1 inquiry.

Standards Addressed
 CCSS.ELA-Literacy.RL1.1: Ask and answer questions about key details in
a text.

Lesson Assessment
 I will assess students on their verbal contributions. I will look for students
to respond to questions throughout the story and provide questions of their
own when appropriate. I will monitor for students to distinguish between
thick and thin questions. When a student displays understanding, I will
write their comment or place a check next to their name.

Modeling
 The lesson will open with a review of last week’s learning.
 I will pull out the list of question words the students already made and
read through them again.
 I will ask students to remind me of when we ask questions while reading a
story. (before, during, and after)
 I will then explain that questions can fit into two categories: thick or thin.
 I will explain that thin questions can usually be answered with one or very
few words and that they are fairly easy to respond to. I will list examples of
thin questions such as:
1. Who is the main character? Where are they going? What is the main
problem in the story? Etc.
 Then, I will explain that thick questions make us think harder. Thick
questions usually require lots of words to explain. I will list examples of
thick questions such as:
1. What would’ve happened if…? How would you have reacted to…?
What do you think the character should have done? Etc.
 I will then state that we are going to read a story together. I will tell the
students that instead of only asking questions, we will also be detectives
and try to figure out which category to place the questions in.

Scaffolding
 Next, I will present the graphic organizer: a two-column chart. The left
column will be titled “THICK” and the right column will be titled “THIN.”
 I will then inform students that each question we ask will be written on a
post-it. The post-it will then be stuck into the correct category on the chart.
 I will pass out Vroom! by Jill Atkins to each child.
 We will then ask some before reading questions.
 As we move through the text, I will have a different student read each
page.
 We will ask questions when pertinent. If students don’t ask about
something I think is important, I will present that question myself for
answering.
 When we finish reading, after reading questions will be asked and
answered.
 Once all our questioning is complete, we will begin to put the post its into
the proper categories.

Share and Discussion
 I will draw students’ attention to how the two categories hold very different
kinds of questions.
 After a brief discussion, I will then ask students which category helps us
better understand the story. Whatever their answer, I will ask that they
elaborate on why they chose it.
 We will look at how our answers are thick and thin also, depending on the
type of question.
 I will then ask students which category of questions makes us better
readers. Again, whatever their answer, I will ask that they elaborate on
why they chose it.
 I will tell students that I hope they think about thick and thin questions in
their own reading.
 I will close the lesson by thanking students for their attention.

Resources and Materials
1. Question words list form Lesson 1
2. Graphic organizer
3. Post its
4. Pen
5. Vroom! by Jill Atkins for each student and teacher role
Student’s
Name
Asked a
Question
Answered a
Question
Placed into
Correct
Category
Teacher’s
Notes
Thick
Thin
POST IT
POST IT
POST IT
POST IT
POST IT
POST IT
POST IT
POST IT
Comprehension Arc Lesson 3: Questioning
Tara Wessel
Grade Level: 1st
Group Size: 6

Objectives
 Students will individually compose at least 3 appropriate questions, 1
before, 1 during, and 1 after reading.
 Students will explain and discuss their composed questions using
terminology and evidence form the lesson.
 Students will indicate which category, thick or thin, that their questions fit
into.

Standards Addressed
 CCSS.ELA-Literacy.RL1.1: Ask and answer questions about key details in
a text.

Lesson Assessment
 While I review what was discussed during the previous lessons, I will
monitor for each child’s understanding of the concept of questioning. As
the students are reading individually, I will confer with each one about
what sort of questions they are coming up with. During the share, I will
monitor for comprehension of how to use questioning while reading,
knowing how to distinguish between thick and thin questions, of the story
itself. I will record my thoughts and any pertinent statements throughout
this process. Finally, I will assess students by looking at the questions
they created while reading. I will look for their use of question words, a mix
of thick and thin questions, and questions that came up at many pints
throughout the story. I will record each child’s progress on the attached
chart.

Modeling
 I will begin the lesson by reviewing the previous two lessons’ learning.
 I will have students remind me of our questioning words and refresh them
on the difference between thick and thin questions.
 I will refer back to their comments from Lesson 2 as I discuss why asking
both thick and thin questions is important.
 Next, I will ask students to give me examples of questions for before,
during, and after reading.

Scaffolding
 I will then inform students that it was now their turn to do the questioning.
 I will explain that I want them to read a book and write down their
questions as they go.
 I will show them a book and the post it worksheet I created.
 I will explain that I want the students to each create 1 before, I during, and
1 after reading question for their book. They will write their questions on
the post its.
 I will inform students that we all think differently and they don’t need to
have the same questions or number of questions as their neighbor.
 When a student has finished, they will be able to flip their paper over and
draw a response to the book or write other questions they may have come
up with.
 Each student will then receive a book, a worksheet and a pencil.
 As students are reading to themselves, I will conference with each one
and see how their questions are coming.

Share and Discussion
2. When everyone has finished reading, I will ask students to take a quiet
minute to look over their questions and pick one to share.
3. I will have each student share their question. As they do, we will work as a
group to figure out if the questions were thick or thin and why.
4. I will keep the floor open for students to keep discussing as long as they
are still having thoughts.
5. When the discussion comes to a close, I will congratulate students on
becoming such expert questioners and thank them for their attention.

Resources and Materials
1. Have You Got Everything, Colin? by Alison Hawes
2. Next Door Pets by Paul Shipton
3. Where Do They Go? By Jeni Wilson and Stephen Thorp
4. The Animal Walk Alison Hawes
5. My Camera Claire Llewellyn
6. I Can’t Open It! Paul Shipton
7. The Computer Game by Barbara Mitchelhill
8. Post it worksheet for each student
9. A pencil for each student
Student’s Name
Teacher’s Notes