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Free Printable Graphic Organizers - Freeology | Graphic organizers, Graphic organisers, Teaching literacy

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Mar 18, 2012 - Who, what, where, when, why, how and many other graphic organizers

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Questioning Mini-Lessons and Practice Activities | Teacher2TeacherHelp | Reciprocal teaching, Reading classroom, Mini lessons

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Mar 20, 2012 - Research has found that proficient readers ask questions before, during, and after reading. Developing readers do not automatically use this strategy, so it is one that must be explicitly taught. In a reciprocal teaching lesson students are taught to formulate main idea, detail-oriented, and inference questions after e…

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https://www.pinterest.com/pin/8373949279807118/

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May 7, 2013 - Check out this Good Charlotte music video as they investigate Who, What, Where, When, Why & How to find Joel's hat! Click here for more music videos from The...

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https://www.teacherspayteachers.com/Product/Text-Detectives-Find-the-Text-Evidence-FREEBIE-Sampler-1346323

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Do your students have trouble finding text evidence to support their answers to basic comprehension questions? After reading short passages, your students will underline the textual evidence that answers each basic comprehension question using a simple color-code. The January pack is perfect for le...

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Distinguish between asking and answering questions.
Asking and answering questions anchor chart
Anchor Chart
(Anchor chart from my RL1.1, RL2.1, RL3.1 Mini Lesson)

Teaching students to answer questions is much easier (at least for me) than teaching them to ask questions. Students have answered questions their entire lives. They know the skill of listening to the question and figuring out the answer. The skill of reading a text and asking questions before, during, and after is a tough skill in teaching.
https://www.teacherspayteachers.com/Product/Reading-Notebook-Anchor-Charts-2-sizes-of-each-chart-3913285?pp=0&epik=dj0yJnU9NVNqZTlwRDhac2g2a3lQM0g0QkZZWF9fTWcycGowckkmcD0xJm49Vnd0SlExSWowSUFxSVBPT0JNd3RKdyZ0PUFBQUFBRl9OUXJj

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Last week, I announced that I was going to begin a blog series on exploring the ELA standards. Today, I bring you the first blog post in the series. I am going to start with the first standard in Literature AND Informational domains.

[Ask and Answer Questions]

What are the Standards?

The ask and answer standard spans kindergarten, first, second, and third grade, as well as both domains (informational and literature). In fourth grade, the focus will shift to drawing inferences.

CCSS.ELA-LITERACY.RL.K.1- With prompting and support, ask and answer questions about key details in a text.

CCSS.ELA-LITERACY.RI.K.1- With prompting and support, ask and answer questions about key details in a text.

CCSS.ELA-LITERACY.RL.1.1- Ask and answer questions about key details in a text.

CCSS.ELA-LITERACY.RI.1.1- Ask and answer questions about key details in a text.

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

CCSS.ELA-LITERACY.RL.3.1 - Ask and answer questions to demonstrate an understanding of a text, referring explicitly to the text as the basis for the answers.

CCSS.ELA-LITERACY.RI.3.1- Ask and answer questions to demonstrate an understanding of a text, referring explicitly to the text as the basis for the answers.

Five Key Tasks for Teachers:

1. Get students' prior knowledge on questioning with an anchor chart and lots of accountable talk.

Start with a simple anchor chart with the words "What is a question?" Have students record their answers on sticky notes and place them on the chart. Then, have a discussion about what questions are and why we intentionally use them when we are reading.

2. Distinguish between asking and answering questions.

Make sure students know how to ask a question and answer a question. Teaching students to answer questions is much easier (at least for me) than teaching them to ask questions. Students have answered questions their entire lives. They know the skill of listening to the question and figuring out the answer. The skill of reading a text and asking questions before, during, and after is a tough skill in teaching.

Try with a very basic fictional text that they know well, such as The Three Little Pigs or Goldilocks. Have them create a few questions and answer a few questions with a partner. If you're studying informational texts, show images of items and ask them to create questions based on the pictures. Or find a popular topic that primary students like, such as dinosaurs or sharks and ask questions for them to answer.
(Printables taken from my RL2.1 unit.)
Using passages and real fiction/nonfiction stories is very important for kiddos to get practice. Whether you're teaching them to ask about an informational topic or a fictional story they just read, students will need to learn how to answer text-based questions and ask questions based on pictures and events in the text.

3. Distinguish between thick and thin questions.
(Anchor chart from my RI.1.1 and RI.2.1 mini-lesson)
Whether they're called thick, thin, strong, simple, or easy-peasy, teaching students to go DEEPER with their questioning is very important. Start by making an anchor chart and use the provided questions on the topic of sharks. Students have to decide if the question asked is a strong question or a simple question.
(Mini-Lesson Anchor Chart-toppers and Printable taken from my RL.3.1 unit.)
Students will need practice in defining the difference between strong and simple questions. However, you don't want to use the activity and stop there. As they work through asking and answering questions lessons (and even in day-to-day lessons), make sure that student's answers are always strong and text-based. Facilitate discussions around the asking and answering of questions, reinforcing good examples with praise and recording them on your charts!

4. Teach the text-based strategy.
(Activity taken from my RI.1.1 and RI.2.1 lesson)
Text-evidence is a huge skill for primary students. Teaching them how to find an answer by looking back in their text will help them throughout middle school, high school, and college. The more they practice, the stronger they will get.

(Passage and Questions taken from RL.3.1 and RI.1.1)
These skills can be scaffolded so that students truly master the skill. Start with guided prompts that require students to color/underline/highlight text evidence for specific questions or skills. Later, as students have picked up this skill, prompt them to note the text evidence on their own.

5. Let them practice in many different ways.

While passages and comprehension questions are always a huge skill for students to master, we don't want to limit them to the same activity each day. During my centers and small group activities, I would try to use task cards and interactive notebook activities to help practice the same skill while still changing things up.
(Task cards taken from RL.2.1, Interactive Notebook Template taken from RL.2.1) Ideas for Practice:

Turn and Talk activities, whole group

Task Cards

Interactive Notebooks

Passages

Read to Self Self-Checking Cards

Read to Someone Self-Checking Cards

Mentor Texts for Ask & Answer Questions

Need some strong read alouds and mentor texts for this standard? All the books that are linked below are linked to affiliate Amazon links.

Ask and Answer Questions (RL1.1, RL2.1, RL3.1)

Key skills to hit: questioning, inferring, predicting

Ask and Answer Questions (RI.1.1, RI.2.1, RI.3.1)

Key skills to hit: answering text-dependent questions and asking strong questions for more information

Do you want your own Deconstructed Ask & Answer Worksheet?

We recently did a deep dive into the ask-and-answer standard by deconstructing it and discussing the important elements of this ELA standard. To read more about it, head over to that blog post by clicking here!

Resources That Are Ready to Go!

If you're looking for ask & answer lessons that are ready to go, these grade-level units have everything you need! Click your grade level for a closer look!

Here are the ask & answer units for informational texts, too!

This blog post is the first post in a blog series! Next up is retelling and recounting!

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Teaching Students How to Ask and Answer Questions (Exploring ELA)

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Help students master Ask & Answer. Find teaching activities, anchor charts, lesson plans, ideas, tips, and more!

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How do I use the Picture Scenes and Wh Questions?

Use these FREE Picture Scenes and Wh Question Cards activity to strengthen observation, comprehension, and oral language skills. Students will look at the scene and answer the who, where, when, what, and why questions. Answer cards included for students to match with the questions, or students can say the answers aloud.

This resource addresses the following standards:

CCSS RL.K.1, RL.K.3, RL.1.1, RL.1.3.

TEKS ELAR K.3.C, K.6.B, K.6.C, K.6.E, K.7.A-D, 1.3.D, 1.8.A-D.

Languages / Countries

English (Australian), Romanian / Română

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FREE Picture Scenes and Wh Question Cards

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Use these FREE Picture Scenes and Wh Question Cards activity to strengthen observation, comprehension, and oral language skills. Students will look at the scene and answer the who, where, when, what, and why questions. Answer cards included for students to match with the questions, or students can say the answers aloud.

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Predict & Pretend | Worksheet | Education.com

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Bring your predictions to life in this fun activity! Students will make predictions about a book and then act out what they think will happen in the beginning, middle, and end.

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I love to switch groups and partners on a daily basis. I really believe my students benefit from working with lots of different people. I've included several resources for you here: PartnerPickingCards, fun ways to group students, and sorting sticks, so you can group your students in different ways. We are always switching up how we pick partners so my students don't get bored with one system.

After my students were partnered up, I had them sit on the floor next to each other in front of the Smartboard. I said, " You have 20 seconds to determine who will be Person 1 and who will be Person 2." Then I started by stating the objective and giving them an overview for what we were learning this week. I said, " This week we are going to read two different 3 Little Pigs Stories and we are going to compare and contrast those stories. Today we will read one of those stories. I will ask you questions about the stories and you are going to describe the characters, setting, and major events by telling me the details in the story. Then we are going to record our information on a circle map."

I had to read for quite some time before I could stop and ask a question. I read all the way to page 14. Then I stopped and said, " My question is What happened after the wolf sneezed the straw house down? Person 1 - you will get to speak and Person 2 you will be the listener. Remember you need to speak in complete sentences. Go."

After partners had discussed the details, I continued on. I read to page 18. After reading that page I said, " My question is What made the house of sticks come down? Person 2 - You are the speaker this time and Person 1 you are the listener. Remember you need to speak in complete sentences. Go."

We continued on in this manner, reading and stopping to ask and answer questions along the way. Person 1 and 2 would take turns being the speaker and listener. The remaining questions were:

What did the wolf do with the pig that lived in the house of sticks?

Did the pigs have any help keeping the wolf away?

Why did the wolf say when he was in jail?

Who is telling the story in this book?

How did the wolf feel throughout the story?

What happened to the wolf at the end of the story?

I have a video here Discussing Our Story As Partners - Day One 3 Pigs . Partners are discussing the story together. This may give you an idea of what discussion might look like in your classroom.

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Discussing "The True Story of the Three Little Pigs"

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Today we are diving into the story and discussing it in detail. We are going to know the story well so we can compare and contrast with another story on our Day 3 lesson.

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The standard for this lesson is RL.1.1, which states that students need to ask and answer questions about the details in a text. Students learn to read closely to find out what the text is saying and to make sense of the information. The students also learn to site information from the text and justify themselves orally or in writing.
Lesson Overview
This lesson allows the students to work in heterogeneous groups of two or three to create a graphic organizer that asks and answers questions. Collaboration makes learning social, fun, and creates a positive culture in the classroom.
Introductory Activity
I like to show this video because it uses upbeat music, hand motions, and explains what the question words mean. I tell the class that we are going to answer questions about the details in a text. Then they repeat, tell a friend, and say it with me. Repetition builds memory and telling a friend makes it personal.

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The standard for this lesson is RL.1.1, which states that students need to ask and answer questions about the details in a text. Students learn to read closely to find out what the text is saying and to make sense of the information.

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Vocabulary Cards: Finding the Key Details | Worksheet | Education.com

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Use these vocabulary cards with the EL Support Lesson Plan: Finding the Key Details.

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Teacher Background Knowledge and Preparation

We are going to continue our work with RL1.1, RL1.2, RL1.3, and RL1.7 in this chapter. If you look back to my Day Two lesson, you will see how each of these standards connects to the work we are doing in this lesson series. Today, we will also be addressing a new standard, as well! I really wanted student to practice inferring in this lesson. When Toad gets frustrated in this chapter it says he wailed. This was a perfect time to address RL1.4 - Identify words and phrases in stories or poems that suggest feelings or appeal to the senses. I put in a think aloud about how he might feel by finding all these buttons that weren't his and in what manner would he say, "That is not my button." I wanted students to realize that Toad was angry and frustrated so I brought that out in the lesson. I also wanted my students to make the connection to times when they've been angry and frustrated. When listening to my think aloud students can think back to a time when they've felt the same as Toad. Once they make that connection, students can identify with Toad and be able to feel exactly what he's feeling in that moment. By addressing this standard, I am helping my students to eventually achieve the anchor standard for RL1.4 - CCRA.R4 -Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone. Inferring is hard for young students, but if we as early childhood educators think our students won't be able to achieve this skill, then they won't. Then in years to come, they will be weak when trying to achieve the anchor standard. So instead of shying away from it - jump in with both feet!

You will need the Smartboard lesson from the previous day's lessons and the student packet as well for today's lesson.

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Frog and Toad Are Friends - The Lost Button

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Hang on tight! The students are recording events and evidence from the story so they can use that evidence to answer comprehension questions. Plan your 60-minute lesson in English / Language Arts or Reading with helpful tips from Valerie Gresser

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Whether you are teaching fiction or nonfiction, reading cubes are a fun and interactive way to review key facts or events and ensure comprehension has taken place. This resource includes five cubes.

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Unauthorized Page | BetterLesson Coaching

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This next part of the lesson was independent work, but since there was a lot of different pages to go to in the student packet, I gave the tasks to the students in pieces so they wouldn't record information on the wrong page.

I told them to go to the first bubble map on the work packet for Frog. I said, " Talk to the people at your table. What is one word you can write on your bubble map that could describe Frog. Use evidence from the text that supports your answer. You have 2 minutes to talk." After discussing as a group, I had them record that adjective on their bubble map.

We then turned to the next page on the packet that had the bubble map for Toad. Just like we did with frog, the groups talked about an adjective to describe toad based on evidence from the text. They had 2 minutes to talk and then we recorded the adjective on their bubble map for Toad.

Then we turned to our problem and solution chart. We had already written down the problem. I gave students 2 minutes to talk about how the characters solved the problem. I then said, " Record your solution on the chart."

Since we had already discussed the story in groups, I knew they could handle answering comprehension questions. The 3 questions on the student packet were:

How did Frog solve the problem? What is your evidence?

How would you describe Frog? What is your evidence?

How would you describe Toad? What is your evidence?

My students are having a hard time restating the question in their answer and I also wanted to point out that it was a two part question. The first part they had to answer the question and the second part they had to cite their evidence. I made a point of this before I let the students get to work.

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This next part of the lesson was independent work, but since there was a lot of different pages to go to in the student packet, I gave the tasks to the students in pieces so they wouldn't record information on the wrong page.