Reading Workshop:

Asking Questions
Learning Target
I will read a book about the Gulf of Maine and model inquiry through a think-aloud.
Students will then examine what they already know about the Gulf of Maine habitat,
wonder about things they dont know, and develop questions to highlight what they further
want to know. Students will learn that readers of non-fiction ask questions to learn more
about a topic and to guide their learning.

Student Learning Objective

I can describe why it is important for non-fiction readers to ask questions. I can write
questions about what I wonder.

Student Language Objective

I can use question words such as who, what, where, when, why, and how to ask question
about what I wonder as I read.

Curriculum Connection
CCSS.ELA-LITERACY.RI.2.1 Ask and answer such questions as who, what, where, when,
why, and how to demonstrate understanding of key details in a text.

CCSS.ELA-LITERACY.SL.2.1 Participate in collaborative conversations with diverse partners
about grade 2 topics and texts with peers and adults in small and larger groups.

CCSS. ELA-LITERACY.SL.2.1.C Ask for clarification and further explanation as needed about
the topics and texts under discussion.

Knowledge of Students
Content
Literacy
Students will listen to a story about the Gulf of Maine habitat, watch me
model asking questions through a think-aloud and create their own inquiry
based questions.
ELLs, in particular AA, AAN, and HHI will remind students about
what it means to wonder about something you dont know and how to
ask a question. I will point to our questions anchor chart used in our
last unit on inquiry that highlights question starter words. We will
review schema.
After the minilesson, I will select small groups to focus on:
Importance of photographs in a non-fiction.

For lower-leveled readers, particularly AA and HH, we will look

closely at photographs and think about what they can teach us
and what further questions we have.
Asking a question using sentence starters.
Stopping at the end of a page and asking yourself, What have I
learned? What questions do I have?
Small groups will be chosen based on reading abilities and given
books/reading materials at or just above her reading level:
AA, HHThey are both reading below grade level. I will work with
their small group first as they will need the most scaffolding. I will
provide sentence frames as needed. We will talk about the
importance of photographs and will look closely at the photographs.
KL, JCThey are approximately at the same reading level. Both of
them have difficulty with comprehension. I will work with their small
group right after AA and HH to focus them and, depending on their
needs, work with them on a strategy.
AH, EBThey are just below grade level. AH is the stronger word
caller but EB has better comprehension. They have worked together
in book clubs so they are used to talking together. They may need
scaffolding and strategy work.
EW, DNThey are approximately at the same reading level, which is
at or just above grade level. They are both relatively interested in
non-fiction and did well at our last unit on non-fiction.
HS, AU, AANHS loves non-fiction. AU is a good partner for him
because he also likes non-fiction and needs a motivational partner.
They are both at roughly the same reading level.
MO, TIMO is the stronger reader, although TI loves to read and is
one reading level behind. TI is reading at grade level and MO is
reading just above grade level.
KP, ZDThey are just below grade level. They have worked together
in book clubs so they are used to talking together. They may need
scaffolding and strategy work.
Students will share what they have learned and their questions for several
reasons:
Accountability.
To see who might need further instruction and scaffolding.

Behavioral
Students are going to participate in small group discussion during which they will
collaborate to answer questions. Groups were determined with personalities in
mind:
AU works well when he is empowered to be a leader. He will work well with
AA, who will need assistance reading and writing. AA will feel comfortable
with AU and will have a greater chance of voicing his thoughts.

HS does not work well with JC, as they often argue. HS can have some
difficulty focusing when grouped with DN.
AH and MO usually distract one another.
MO and KP may argue when together; they will either need to be in separate
groups or be reminded of guidelines of group work.
AAN works best when he is not with AU, HS, HH, and DN as he needs students
will good focus on the task at hand.

Instructional Strategies
Think-aloud
Paired discussion
Active engagement
Paired read
Collaboration
Jotting
Small group instruction
Conferring

Assessment
Formative:
I will observe students and their ability to identify something they learned and a
question they have about their reading in both the active engagement and in small
groups.
Students will write one jot with a question they have after completing their reading
and add their question to an I Wonder chart.
I will meet with students in small groups and determine further course of action as
needed based upon observation.

Lesson Procedure
Introduction (5 minutes)
Students will start on the rug.
I will remind students about our last unit on inquiry:
What is schema?
What does it mean to wonder about something?
Why do we ask questions about things we wonder?
What are some words we can use to start a question? I will refer to the
question anchor chart from the previous unit.
I will introduce learning and language objectives. I will inform students we are
going to read a book on the Gulf of Maine habitat.
I will tell students that we will wonder about the new information, asking questions
about things we dont know.
I will explain and give examples of questions using the sentence starter
anchor chart.

Teaching (5 minutes)
I will tell students as you read about a new topic you notice details and put the
details together to learn new things, but you also ask questions. Non-fiction readers
notice, learn, and ask questions.
I will read one page of Between the Tides. As I am reading:
I will ask questions using sentence starters from the anchor chart.
I will point to places where I noticed something, put information together to
learn something new, and posed a question.
I remind students about the importance of photographs and headings in nonfiction.
I will use the phrase, I wondered
I will add these questions to an I Wonder about the Gulf of Maine chart.

Active Engagement (5 minutes)
I will tell the children it is their turn to try wondering and asking questions; they
will listen to a new chapter then turn and talk to a partner about something they
wondered and had a question about.
I will read another page of Between the Tides.
Students will turn and talk to a partner about a question they have using sentence
starters.
As they are talking I will walk around and observe partners.
I will note several questions being asked.
Students will come back to the large group at the dinging of the bell.
I will note some of the questions I heard as I listened into partnerships and add
them to our I Wonder chart.

Link (2 minutes)
I will instruct students that today they will work in groups to read a book about the
Gulf of Maine. In their groups each member will ask one question and write it on a
jot. At the end of the reading period each person will have one jot with a question to
add to our chart.
Students will be reminded of how to work in pairs:
Each person will have a chance to read. You may help your partner if he or
she has trouble with a word.
Each person should write their own question. You may help your partner if
he or she has trouble writing their question.
You may speak with your partner about your questions but that person has
the right to write any question they choose.
Students will be split into groups:
AA, HHReading Sea Lions by Kate Riggs
KL, JCReading Sharks by Usborne Books
AH, EBReading Dolphins! By Sharon Bokoske and Margaret Davidson
EW, DNReading Looking Closely Along the Shore by Frank Serafini
HS, AU, AANReading First Big Book of Oceans by Catherine D. Hughes

MO, TIReading Oceans by Johnna Rizzo

KP, ZDReading Whales by Gail Gibbons

Conferring and Small Group Work (35 minutes)
Students will go to a quiet place to read and write with their partner.
I will walk around a confer with students on their reading and the questions they
are asking. I will aim to meet with students who will need the most scaffolding:
AA and HHI will give them sentence frames. We will also discuss the
importance of photographs in non-fiction. We will closely look at a
photograph
What do you notice?
What can you learn?
What questions do you have?
JC and KLI will make sure they are on track and are prepared with a
question. Depending on what I notice about them I will discuss:
Importance of photographs in a non-fiction.
Asking a question using sentence starters.
Stopping at the end of a page and asking yourself, what have I
learned?
Other small groups as necessary. Depending on what I notice I will discuss:
Importance of photographs in a non-fiction.
Asking a question using sentence starters.
Stopping at the end of a page and asking yourself, what have I
learned?

Share (8 minutes)
Students will come to the rug with their jots when the bell dings.
I will ask if any students want to share something they learned from their nonfiction book or a question they had while reading.
Student will add their jots to our I Wonder chart. This chart will be displayed
during our unit to allow us to:
Focus learning around the questions asked.
Notice as we find information to answer our questions.