Small Group Reading Lesson Plan Grade Level: 2 Bosnian, Arabic Number of Students: 3 Students Linguistic Backgrounds: English,

Instructional Location: Barkstall Elementary School: 2nd & 1st grade hallway Length of Instruction: 30 minutes x 3 days Standard(s) Addressed Common Core Standards: 2nd grade Reading Literature Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text. 2nd grade Speaking and Listening Ask and answer questions about what a speaker says in order to clarify comprehension, gather additional information, or deepen understanding of a topic or issue. WIDA Can-Dos: 2nd Grade:

Content Objectives

Language Objectives

Students will understand how to form questions as a comprehension strategy by using question words like who, what, where, when, why, and how. Students will be able to demonstrate understanding of the text by answering questions that they or the teacher forms. Students will be able to search for answers to their questions in the book and understand text more thoroughly from questioning techniques.

Students will orally present questions they have before beginning the book. Students will listen to the teachers explanation of how the questioning strategy is useful as a comprehension tool. Students will write about what they would do if they were stuck on an island. Students will talk about what questions have been answered and where they found the answer in the text or picture.

Title: Stuck on an Island Author: Richard Gunther Publisher: The Wright Group Date: 1998 Theme(s) Strategy Focus - Things you could do when youre stuck on Asking Questions or an island. Question Generation o you could do - Who but remember - What - Where - Tips and notes for - When people in the future who will be stuck on an - Why island (i.e. directions; a - How guide to being stuck on Answering Questions an island) - Finding answers in the - We could make the book making best of our situation meaning of text sometimes it might - Inferring answers from not be as bad as it the reading seems. - Extends from reading

Genre: Childrens Literary Fiction Text Structure: Narrative; Problem and Solution Level: Guided Reading Level J Vocabulary What words will be focused on: Before: Who, what, where, when, why, how During: P. 2 Hammock P. 4 might P. 8 rescue P. 12 seagull spotters club P. 6 plenty After: Fiction VS non-fiction Real VS fake Compare and contrast Assessment Informal - Listen to students as they orally ask questions about the text assess whether they have learnt the questioning words and is putting them to use. Record questions that the students ask. Formal - Read through the students journals and see whether their written work shows an understanding of answering questions with inference from text.

Materials One book for each student White board Markers Writing journals

Comprehensible Input - If there were students that had different linguistic backgrounds other than English, then it would be helpful to have terms/vocabulary translated into their native language. - Use lots and lots of examples with modeling; it will help students conceptualize what to do. Students can see example and imitate grammatical structures. - Have the question words written on large chart paper. Organize them in a graphic organizer formate (like in a spider web chart)

Modifications/Differentia tion For students who still have not grasped the concept of the questioning words (i.e. who, what, where, when, why, how) then it might be good to pull back a little from this lesson and go through those words more thoroughly by explaining how we could use each of those 6 words to comprehend books be are reading. - You could have sentence stems on a strip that students could read from, saying who is _______? What happened when _________? Where __________? Why is _________?

Cultural Relevance Students may not be familiar with the syntax of questions (i.e. Chinese does not have wh-fronting like English does in interrogative questions). It would be important to explicitly indicate the correct grammatical structure of forming a question by modeling and giving examples of turning questions into statements and vice versa. With this group Im working with, one child only speaks English, one speaks English and Bosnian, and the third speaks English and Arabic at home. Since questioning is different in Arabic and Bosnian than English, its important to model the grammatical way to question. I should also keep in mind that some students dont live in houses, so using cultural references like stuck inside a house might not be culturally relevant to some students.

DAY 1 Before Reading (Text Introduction) (Setting the Stage, Activating Prior Knowledge/Building Background Knowledge)

Goals: * Preview the text (Teacher led) In class, we have been learning about when to ask questions and how to ask questions. We have been learning the key words we use in asking questions. Today, we are going to read a narrative called Stuck on an Island by Richard Gunther. We will learn how asking questions before reading helps us understand what we read. Questioning is a strategy we use in order to help us make sense of the text. Asking the right questions allows good readers to focus on the most important information in a text. So whenever you are getting ready to read a text, remember to ask questions before you read to get you actively engaged in the text and help set a purpose for your reading. * Activate and build on prior knowledge about the topic (Teacher and Students Together) We have already gone over how to make questions and what words to use to make questions. What do you remember about how to ask questions? I would like you to share two things that you remember with a partner. Can we have one partner group share what they remember about making questions when we read? We use key words like who, what, when, where, why, and how when we ask questions. (These will be written out on chart paper) Careful readers ask questions when they read because it helps them understand what theyre reading. We use our prior knowledge to generate questions and figure out the purpose for reading. Questioning helps us think about the ideas presented in the book. Asking questions help us become purposeful, active readers. Asking relevant questions as we read is especially valuable in helping us integrate information, identify main ideas, and summarize information. Questions can occur at 3 stages in the reading process: before reading, during reading, and after reading. Before reading, questions can help us in purpose making and focus our attention on what we are about to learn. During reading, questions can help us become active readers and encourage us to monitor our understanding. After reading, questions can support us in reviewing what was read and relate what we learned to what we already knew. * Predict what the text will be about (narrative) or the information to be learned (expository) I have just introduced the strategy of Questioning. I would like you to get a better idea of how a proficient reader would use this strategy. I am going to model or think aloud how I would use questioning with this book Stuck on an Island. Before I read this fictional text, I need to get my knowledge ready. I will ask my first question to help me think about what the text is about: What will tell me what this book could be about? (point to my head to illustrate

thinking) I see this boy on the cover standing in the middle of an island. The title is called stuck on an island, so I wonder, why is this boy stuck on an island? What is this boy doing on the island then? I see a palm tree, so where could the island be in the middle of Lake Michigan or in Hawaii in the middle of the Pacific Ocean? When you are stuck, it means you have trouble getting out. I remember a time I was stuck inside the car because the door wouldnt open from the inside! I couldnt get out of the car! In this story, the boy is stuck on an island I think. An island is a piece of land that is surrounded by a body of water. If he wanted to get off the island, hed probably have to be rescued because the ocean is too big for him to swim across! Now that I have a lot of relevant questions about this text before I read, I can now begin to read. Asking those questions help me think about what to look for when I begin reading. * Vocabulary Here, the boy is hanging up a hammock on page 2. A hammock is a bed that is hung up between two trees using rope and cloth. It usually swings a lot. Has anyone seen or used a hammock before? There is a word on page 6 that is new plenty. To have plenty means to have a lot. You could say you collected plenty of candies from trick-or-treating. On page 8, the word rescue may be a new word for some readers here. It means to save someone or something, for example, if you were stuck on an island, you would want to find ways to cry for help and hope that someone can save you or rescue you and bring you back home safely. * Students ask any relevant questions they have I would want some students to share with a partner what questions they have. What questions did you or your partner have? Were the questions good questions that can help you understand the meaning of the text? How do you think we can find out answers to these questions? (by reading!) We will take a picture walk through this book. Tell me, what kind of questions do you have as we look through the illustrations?

DAY 2 During Reading (Engaging in meaning making and strategy/skill practice) * Teacher releases students to read I want everyone to read this short book and when you are done, I want you to re-read to see if any of your questions are answered. Remember questions you may have and you will share what questions were answered. Write down the questions you have before you read in your journals like I did on this chart here. I will be listening to one student read and doing a running record. The two of you will read independently and silently. Think about the questions you have before reading, and see if you can find answers in the text while you read. After you are done reading, think about questions that will extend from the text. When you are done reading, go back to your questions and write the answers that you found from reading this text. What are more extension questions that you have? Some sample questions are: - What would you do if you were stuck on an island? - What would you do if you were locked out of your house? - What is real and whats unreal in the persons situation? Fiction VS non-fiction? DAY 3 After Reading (Clarifying key concepts, extending ideas, Review and Assessment) What kind of questions did you have answered after you read the text? Where was the boy at actually? (at home in his backyard) How was this surprising to everyone? (it looked like and sounded like he was on an island) How was this real or unreal? Whats real in this picture? What seems impossible? (where did he find the bottle to send the letter? How was he able to find materials to build a hammock if hes stuck on an island? Where did he get the shovel and buckets?) I would like everyone to take out their writing journals and think of a list of things to do if youre stuck on an island. Then think if I were stuck on an island, I would I want everyone to write a list of at least 3 things. Lets talk about this questioning technique that we used today. 1. Did you think asking questions (before, during, and after reading) helped me understand the story? How?

2. 3. 4. 5.

How is using questioning in narrative texts different or similar to using it for informational texts? What questions are most useful in understanding text? When can we use this questioning strategy? Why do we use questioning as a way to understand text?

Next time, we will be using the same strategies we used today but we will be reading a different book called Nelson the Baby Elephant.