Questioning Mini Lessons by R85F9E2


									       ***Warning-I typed this up when I couldn’t sleep, so please forgive any
       typos. I am a horrible typist- especially when tired!**

                                 Questioning Mini Lessons
             These lessons were modified and modeled from ideas in Strategies
       that Work by Harvey and Goudvis and Reading With Meaning by Miller.
             For this unit I focused on folk tales and fairy tales, especially Little
       Red Riding Hood. There are MANY versions of this tale so I decided to
       pounce on it!
Day        Purpose/ Objective         Lesson
One-       Activate background                To begin the unit I asked the class what the
LONG       about questioning and      word question meant. What words do we use to
lesson     story.                     write questions (who, what, where, etc) and what
                                      do we end a question with. I did this just to get
           Think aloud questioning    their minds whirling!
           before reading the                 Then I asked who had read the story Little
           story, during and after    Red Riding Hood. Of course, most the class knew
                                      the story (this is fourth grade remember!). I told
           Materials:                 the students how good readers asked questions
               Little Red Riding     not only while they read, but before and after too!
                  Hood (original              I looked at the cover and thought aloud
                  story) from the     some questions. Then paged through the story and
                  Brothers Grimm. I brainstormed more questions orally (before).
                  *think* the one I   Then I read aloud the story and asked myself
                  used was retold by questions. At this point many of these were
                  Paul Galdone.       predictions and then I would confirm or adjust a
                                      prediction as I went. After I closed the book I
                                      mused out loud, like why did the girl and
                                      grandmother STILL survive after the woodsman
                                      cut the wolf open (remember: the original Grimm
                                      version is much more gruesome- which the kids
                                      LOVED)? Why did the author choose the villain/
                                      antagonist to be a wolf- why not a snake or a
                                      human? And so on.
                                              The kids were dying to contribute by this
                                      point, so I allowed some discussion. In the
                                      beginning, I pretty much ran the show and
                                      released some to the kids as I read the book.
Two      Think aloud questioning    I review with the kids what questioning was. Then
         before reading the         I shared that we would read another version of
         story, during and after    Little Red Riding Hood (or LRRH as we began to
                                    call it!). This one took place in China.
         Invite students to share
         their questions as I read. I began by flipping through the book and looking at
                                    the cover. Anytime I wondered pout loud I jotted
         Introduce using sticky     a note down on a sticky notes (I may have done
         notes for questioning      this ahead of time, I can’t remember!) I told them
                                    I did this because I wanted to remember my
         Materials:                 question in case I answered it later on, or if it
             Lon Po Po by Ed       helped me think about he story.
             Sticky notes          While reading the story I invited kids to share t
             Chart paper           Introduce using sticky notes for questioning
                divided into three their during questions. I always said, “Oh, I wish I
                sections(before,    had a sticky note to jot that down on!” or
                during and after)   something of the effect.

                                    Then we discussed our after questions. These are
                                    usually the most thought provoking questions- and
                                    often had no answers. I told the kids it was OK if
                                    the question didn’t have an answer- it just makes
                                    our brains work even harder.

Three-   Think aloud questioning    I told the kids TODAY we would share our
LONG     before reading the         questions. I gave each child three sticky notes. I
         story, during and after    invited them to write down questions they had
                                    form the story. Of course (I love it when they do
         Invite students to share this) a student asked if they could do one for
         their questions as I read. before, another for during and the last for after.
                                    I said it was their choice.
         Introduce using sticky
         notes for questioning      I read aloud this adorable story and then would
                                    stop every so often and have a child share their
         Materials:                 question and we would discuss. I did have to limit
             Little Red Cowboy this because so many wanted to share. I did stop
            Hat by Susan            once or twice and allow them to share a question
            Lowell,                 with a neighbor AND LET THEM DISCUSS. The
           Sticky notes for        cool part of questions is that they usually lead to
            whole class             conversation!
           Chart paper
            divided into three      Then at the end I let the students attach their
            sections(before,        sticky notes to the chart divided up into the three
            during and after)       sections.
Four   Think aloud questioning      Same lesson as yesterday- but with a cajun twist!
       before reading the
       story, during and after

       Invite students to share
       their questions as I read.

       Introduce using sticky
       notes for questioning

           Petite Rouge Mike
           Sticky notes for
              whole class
           Chart paper
              divided into three
              during and
              after)Tales and
              Fractured Fairy
Four   Independent practice         This was a short lesson. We met briefly and I told
       using sticky notes and       students that they were aloud to chose any book
       questioning                  at the front of the room in the browsing box (at
                                    the beginning of the unit I raided the library for
       Materials:                   fairy tales and fractured fairy tales). While I
          Sticky notes for         met with guided reading groups, they could read
            whole class             any story (from the box- I wanted it to be books I
          Several Little Red       was familiar with) and mark questions. We would
               Riding Hood           meet back together at the end of class to share.
               Stories or Fairy      One note of caution- I had to make my guided
               Tales and             reading groups a little shorter so that everyone
               Fractured Fairy       would have something to share and contribute.
Four    Independent practice         Same as yesterday- more time for practice
        using sticky notes and
        questioning                  However, we did also mention these in guided
                                     reading groups (actually a student did in EVERY
        Materials:                   group) and kids started marking this as well when
            Sticky notes for        reading the text- but they thought it was their
              whole class            idea!
            Several Little Red
              Riding Hood
              Stories or Fairy
              Tales and
              Fractured Fairy
Five-   Preparing and thinking       I showed students the chart I had made. Then I
short   about the purpose of         let them know we would all be answering the three
        questioning                  questions. If we were taking the time to question
                                     it must be important, but why? How did it help us
        Materials:                   as readers? I stressed their really wasn’t a wrong
        Chart paper already          answer.
        marked with these three
        questions:                   I told them to think on it for awhile and we would
        I can’t remember but I       discuss it tomorrow!
        took them directly form
        Debbie Miller’s book (and
        my guide!) Reading With
        Meaning. When I get
        back to school I will post
        it and a picture of the
        poster we made.
Six     Materials:                   Give each student a sticky note. Ask them to
        Chart paper already          share their thoughts. I gave them a chance to
        marked with these three      write something to answer the first question.
        questions:                   Then they turned to a neighbor and discussed
    I can’t remember but I       what they wrote. That gave kids who had a hard
    took them directly form      time thinking, more chances to write. Then
    Debbie Miller’s book (and    students were able to share their thoughts- or
    my guide!) Reading With      their partners. We did this for each question.
    Meaning. When I get          Then all sticky notes were posted on the chart.
    back to school I will post   After the lesson I sorted though all the posit- its,
    it and a picture of the      discarded the repeats and copied them down on
    poster we made               the anchor chart that know hags in our room!

I also used this unit as a great introduction to story elements and
comparison and contrasting in texts. See the Mini lesson page for these

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