QUESTIONS
Teaching our students
to ask questions
before, during and after
they read
LEARNING TARGET
I can plan a reading lesson that
includes asking questions through a
think aloud.
I can plan a lesson that allows my
students to ask questions about a text
based on the title.
"Readers sometimes
grossly underestimate
their own importance.“
 - Madeline L'Engle
SCHOOL GOAL
 School Goal: Based on 2011-2012 MAP/NWEA Reading test results:
Our goal is to increase the overall growth of all students being assessed
in Reading from an overall average of 54.7% of students making a year
or more growth to 60%. This equates to 166.2 students out of our total
of 277 students. The cohort groups will be all students, grade K-5.
Therefore, our number of students reaching proficiency will increase
from 66% to 81%.
LONG RANGE PLAN
Week 1
Modeling Questions –
Setting the Purpose
Week 2
Questioning the Title
Right There
Week 3
Questioning the
Illustrations
Right There/Think and
Search
Week 4
Questioning the
Characters
Author and You
Week 5
Questioning the Author
Author and You
Week 6
Questioning the Reader
On my Own
KINDERGARTEN STANDARDS
 i.
Ask and answer questions about unknown words in a text. (CCSS:
RL.K.4)
 a. Use Key Ideas and Details to:
 i.
With prompting and support, ask and answer questions about key
details in a text. (CCSS: RI.K.1)
KINDERGARTEN INQUIRY QUESTIONS
 Inquiry Questions:
 1.
During a picture-walk through a book, what do readers predict?
Why?
 2.
text?
How do the illustrations help you figure out the meaning of the
FIRST GRADE STANDARDS
 Students can:
 a.
Use Key Ideas and Details to:
 i.
Ask and answer questions about key details in a text. (CCSS:
RI.1.1)
 Use Craft and Structure to:
 i.
Ask and answer questions to help determine or clarify the
meaning of words and phrases in a text. (CCSS: RI.1.4)
FIRST GRADE INQUIRY QUESTIONS
 Inquiry Questions:
 1.
How does a reader picture the character?
 2.
How does a reader explain a character’s actions?
RESEARCH
 When readers ask questions, they clarify understanding and forge ahead to
make meaning. Asking questions is at the heart of thoughtful reading.
 —Stephanie Harvey and Anne Goudvis, from
 Strategies That Work,
 2000, P.11
 Much of what we know about intelligence and achievement shows that the
power of what individuals know depends, in very large part, not on the
information they control but on the questions they ask.
 —Susan Zimmermann and Chryse Hutchins, from
 7 Keys to Comprehension,
 2003, p. 84
MORE RESEARCH
Good readers ask questions when they learn
something new or read something unfamiliar.
Asking questions facilitates learning and new
information often leads to more sophisticated
questions.
—Cris Tovani, from
I Read It, But I Don't Get It,
2000, p.94

MODELING QUESTIONING FOR OUR
STUDENTS
 “ I know that good readers always read the title.”
 When I read the title I am not sure I understand what it means. Sam and
the Sap, What is sap? hmmm.. I think I will keep reading so I can find
out what sap is.
Steps
Rubric Indicators
“Boys and girls today we are going to read a
new book. I know that good readers always
read the title first.The title can give us clues.
Sam and the Sap, hmm I am not sure what
that means. I know that Sam is boy’s name
but I have never heard of Sap. SO my question
is ‘What is sap?’” I know that good readers
read with a purpose in mind.
Ask a question to model.
Presenting Instructional Content
Questioning
Thinking

Motivating Students
Activities and Materials
Presenting Instructional Content
What is Sap? Write on question on white
board.
Read through text modeling how text and picture
clues help you find the answer. “Oh here is
that word sap again and I see the characters”
The text says “They get sap in the pan” I see
the pan so maybe that is the sap. I am going
to keep reading.
Now we have read the whole book and my
question was “What is sap?” I think that sap is
like syrup from a tree.
Analytical thinking
Problem Solving - Drawing Conclusions
Questioning the text and verifying your
answer in the text
Teacher Content Knowledge
(Strategies)
“Wow! We had a question at the beginning of
our text today and then we read the text. Did
we come up with a good answer to my
question about sap? How did we do that?”
Lesson Structure and Pacing
(Reflection)
KAIDEN AND KATELYN
JOSIAH
"Readers sometimes
grossly underestimate
their own importance.“
 - Madeline L'Engle
LEARNING TARGET
I can plan a reading lesson that
includes asking questions through a
think aloud.
I can plan a lesson that allows my
students to ask questions about a text
based on the title.
Steps
Rubric Indicators
“Boys and girls today we are going to read a
new book. I know that good readers always
read the title first.The title can give us clues.
Sam and the Sap, hmm I am not sure what
that means. I know that Sam is boy’s name
but I have never heard of Sap. SO my question
is ‘What is sap?’” I know that good readers
read with a purpose in mind.
Ask a question to model.
Presenting Instructional Content
Questioning
Thinking

Motivating Students
Activities and Materials
Presenting Instructional Content
What is Sap? Write on question on white
board.
Read through text modeling how text and picture
clues help you find the answer. “Oh here is
that word sap again and I see the characters”
The text says “They get sap in the pan” I see
the pan so maybe that is the sap. I am going
to keep reading.
Now we have read the whole book and my
question was “What is sap?” I think that sap is
like syrup from a tree.
Questioning the text and verifying your
answer in the text
“Wow! We had a question at the beginning of
our text today and then we read the text. Did
we come up with a good answer to my
question about sap? How did we do that?”
Analytical thinking
Problem Solving - Drawing
Conclusions
Teacher Content Knowledge
(Strategies)
Lesson Structure and Pacing
(Reflection)