1. Teaching our students to ask questions before, during and after they read

2.  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.  I can apply appropriate modifications that address my student needs.

4. Kindergarten – First GradeLong Range Plan Week 1Modeling Questions – Setting the Purpose Week 2Questioning the Title – “I do” – Kinder “You do“ - First * Modification – Sentence stem and prompt Week 3Questioning the Illustrations * Modification – Sentence stem and prompt Week 4Questioning the Characters Week 5Questioning the Author Week 6Questioning the Reader

5.  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)

6.  Inquiry Questions:  1.During a picture-walk through a book, what do readers predict? Why?  2. How do the illustrations help you figure out the meaning of the text?  How can these questions address our strategy of Questioning the title and illustrations?

7.  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)

8.  Inquiry Questions:  1.How does a reader picture the character?  2.How does a reader explain a character’s actions?  How can these questions address our strategy of questioning the title and illustrations?

9.  Researchers have also found that when adult readers are asked to "think aloud" as they read, they employ a wide variety of comprehension strategies, including asking and answering questions before, during, and after reading (Pressley and Afflerbach 2010). Proficient adult readers:think aloud  Are aware of why they are reading the text  Preview and make predictions  Read selectively  Make connections and associations with the text based on what they already know  Refine predictions and expectations  Use context to identify unfamiliar words  Reread and make notes  Evaluate the quality of the text  Review important points in the text  Consider how the information might be used in the future  Read more on TeacherVision: http://www.teachervision.fen.com/skill-builder/reading- comprehension/48617.html#ixzz2Leuv3Mpy Follow us: TeacherVision on Facebookhttp://www.teachervision.fen.com/skill-builder/reading- comprehension/48617.html#ixzz2Leuv3MpyTeacherVision on Facebook

10.  Successful reading is not simply the mechanical process of "decoding" text. Rather, it is a process of active inquiry. Good readers approach a text with questions and develop new questions as they read, for example:  "What is this story about?" "What does the main character want?" "Will she get it?" "If so, how?" Even after reading, engaged readers still ask questions:  "What is the meaning of what I have read?" "Why did the author end the paragraph (or chapter, or book) in this way?" "What was the author's purpose in writing this?" Read more on TeacherVision: http://www.teachervision.fen.com/skill- builder/reading-comprehension/48617.html#ixzz2LevHmi3O Follow us: TeacherVision on Facebookhttp://www.teachervision.fen.com/skill- builder/reading-comprehension/48617.html#ixzz2LevHmi3OTeacherVision on Facebook

11.  “ 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.

12. 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. Cal’s Cap I am wondering about Cal’s cap. What is happening to Cal’s cap? I look at the illustration and I see that Cal’s cap is on the ground. I am wondering Why is Cal’s cap on the ground.? Ask a question to model. Presenting Instructional Content Questioning Thinking  Add scaffolding for kids who can’t generate questions. (Izaaq example from clip) Sentence stems. Who is..? What is..? Model using the sentence stems. Teacher Knowledge of Students Presenting Instructional Content Read through text modeling Read through text modeling how text and picture clues help you find the answer. Oh I am still wondering about the cap but now I see the illustrator has added lines to show wind… so I wonder if the wind is blowing Cal’s cap. I’ll keep reading to find out. Presenting Instructional Content Thinking - Analytical - Research The text says “Mom cannot stop the cap.” I wonder if anyone can stop the cap!” Analytical thinking Now we have read the whole book lets’ answer my quetsion.”What happened to Cal’s cap?” Did the author tell us that the wind blew the cap? No we had to use our brains and figure that out on our own. Problem Solving - Drawing Conclusions Questioning the text and verifying your answer in the text Teacher Content Knowledge (Strategies) Did we come up with a good answer to my question about sap? How did we do that?” “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)

16.  "Readers sometimes grossly underestim ate their own importance. “  - Madeline L'Engle

17.  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.

18. 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 QuestioningThinking Write on question on white board.  What is Sap? Write on question on white board. Motivating Students Activities and Materials Read through text modeling 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” Presenting Instructional Content 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. Analytical thinking Now we have read the whole book and my question was “What is sap?” I think that sap is like syrup from a tree. Problem Solving - Drawing Conclusions Questioning the text and verifying your answer in the text Teacher Content Knowledge (Strategies) Did we come up with a good answer to my question about sap? How did we do that?” “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)