Day 1: Model Questioning

Use an Stranger in the Woods, by Carl R. Sams II and Jean Stoick (McCutchen) to show the questions we have when we read.

While listening to the piece, I will show you questions that I have about the text (but not all of them). All readers even adults have questions. I will write my questions on sticky notes and place them next the passage that caused the question. I will code it with a ?. Some questions will be answered and others will not be answered. If the question got answered then move the sticky note to the spot where it got answered and mark an A, next to it showing that it got answered. Sometimes you can just right "Huh?" on the sticky note. This is a coding meaning you you should reread or read a few sentences ahead to try to make sense of the text before going on. Reread story and have students see if they have any more questions. Record on chart paper.

Day 2: Some Questions Are Answered, Others Are Not

Listen to the read aloud, Charlie Anderson, by Barbara Abercrombie (McCutchen) .

Before I begin to read, are there any questions you have about the book (write their questions on chart paper). Begin reading the book, stop after each page, and ask if there are any questions (record each question on the chart paper). At the end of the book, have the kids come up and categorize their questions: A - if question was answered, BK - if question was answered by someone's background knowledge, I - if question was inferred from reading, D - if question was answered from further discussion, RS - if question is answered after research, C - if just confused

Day 3 - 7: Asking Thick & Thin Question 

Listen to the read aloud, Pink and Say, by Patricia Pollaco (McCutchen) .

Thin questions are just factual questions.  Thick questions are inferential questions. 

Day 8: Questioning that Leads to Inferential Thinking

Use the poem "Dreams" (McCutchen) from Langston Hughes. Copy the poem on chart paper and put up to see. Write the questions they have on the part of the poem it goes with. The point of the lesson is so that the students see that not all questions are answered. They need to try to come to some conclusions, but they will not always be answered. Some questions will be literal and others will be inferential.

**Realistic Fiction Books for Questioning:

• Grandfather Twilight, by Barbara Berger (Library)
• Big Al, by Andrew Clements (Kem)
• Grandmother Winter, by Barbara Berger
• The Lotus Seed, by Sherry Garland
• How Many Days to America? by Eve Bunting (Library)
• All I See, by Cynthia Rylant
• An Angel For Solomon Singer, by Cynthia Rylant (McCutchen)
• Amelia's Road, by Linda Allman
• The Wise Woman and Her Secret, by Eve Merriam
• Fly Away Home, by Eve Bunting (McCutchen)
• Monarch Butterfly, Gail Gibbons
• The Trumpet of the Swan, by E.B. White (McCutchen)
• The Stranger, by Chris Van Allsburg (Library)
• The Polar Express, by Chris Van Allsburg (Kem)
• Why is the Sky Blue? by Sally Grindley
• Yannie Rubbish, by Shulamith
• Anansi and the Moss Covered Moss, by Levey Oppenheim
• Harvey and the Foolish Pig, by Dick Gackenbach
• Charlie Anderson, by Barbara Abercrombie (McCutchen)
• Isla
• Angel Child, Dragon Child
• Caps For Sale (McCutchen)
• All of David Weisner's books (wordless books)
• Wednesday's Surprise, by Eve Bunting (McCutchen)
• Applelemando's Dreams, by Patricia Pollaco
• Chicken Sunday, Patricia Pollaco (McCutchen)
• The Three Questions, by Jon Muth (Kem)
• The Quiltmakers Gift, by Jeff Brumbeau (McCutchen)

Day 9: Gaining Information Through Questioning

Using one of the Wonder books, read aloud to the students. As you read, have the kids think/write questions they wonder about. Start a, "I Wonder" list on chart paper. Possible suggestion: make a T chart and have facts on one side and the questions on the other side. Using the T chart is a good way to start for a research project. Share together after independent reading, the forms different kids use to organize their questions.

Day 10: Gaining Information Through Questioning

Using one of the Wonder books, read aloud to the students. As you read, have the kids think/write questions they wonder about. Start a, "I Wonder" list on chart paper. Possible suggestion: make a T chart and have facts on one side and the questions on the other side. Using the T chart is a good way to start for a research project. Share together after independent reading, the forms different kids use to organize their questions.

Day 11 - 13: Questioning Using Nonfiction

Use a nonfiction book or current event article (if using an article, copy it for the students so they can follow along). As teacher reads along model your own questions before, during and after reading. Teach students to use coding within their text to help with their questions.

Day 13 - 16: Questioning Using Nonfiction and KWL Charts: What I Know, What I Want to Learn, and What I Learned?

Use a nonfiction book or article and record student thoughts on KWL chart. After reading the nonfiction piece, code the text: T= answered in text, C= caused confusion, I=inferred the answer, BK= found answer from background knowledge, and R= needs more research.

**Needs more research could lead to a good nonfiction research writing project!!!