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them into which category they belong to. Lets do the first one together (do first sentence
as a class, and scaffold students to help them figure out if it is a question or a telling
sentence). The following sentences can be read by a student, and then repeated by the
teacher. The teacher will place the sentences in the category that the students determine.
If the students wrongly place the sentence, the teacher can review it as a class, and
scaffold appropriately. *The sentences have no punctuation marks.
-Telling sentences:
-Jill is 6 years old.
-There is a lot of rain outside.
-We have a pet dog.
-My favorite food is pizza.
-I had so much fun at the party.
-Today we will go to the park.
-Question sentences:
-Do you want some water?
-How old is your brother?
-Where do you live?
-When do you want to go to the park?
-How many pets do you have?
-Why do you want to go home?
-Once the sentences are read, the teacher will say, great job sorting these, but our
sentences do not have any ending marks! Lets see if we can put some in. The teacher
will first go through the telling sentences, and ask a student for each, which ending mark
would work. If a student selects an exclamation mark, ask them why they did that (since
it can work for several sentences). The teacher will then go through the questions, and ask
students to fill in the question marks for those. They should know that each question
needs a question mark, but this task is mainly for reinforcement.
-The teacher will write each of the marks beside the sentence strips.
-The teacher will then transition to the writing portion of the lesson.
-The teacher will explain that s/he will read a short story about Sams new puppy. The
teacher should remind students to listen very closely to the story.
-Story:
-Sam lived in a house at the end of the street. He had a big family, but he still
wanted a dog. On his birthday he got a dog. Sam played a lot with the dog, and
loved it a lot. They played all day together.
-Once finished, the teacher will say, Even though this was a short story, there were a lot
of details missing. Think of what questions you might want to find out to know more
about the story? If the students seemed stumped, the story can be read again, or the
teacher can prompt. The teacher will take several ideas from the students.
4. Closure:
-The teacher will then explain that the students will have the chance to write their own
questions about the story. The teacher will ask the host/hostess to pass out a paper to each
table place. The paper is a short assessment that has the short story, as well as a place to
write the questions. The teacher will call quiet students to go to their tables and wait for
instructions.
-The teacher will put the assessment sheet under the document camera, and will review it
with the students. The story should be read one last time, to make sure that all readers
comprehend.
-The teacher will then say, On the lines below the story, I want you to write two
questions if you are in the red group about what you could ask Sam about his story, and
three questions if you are in the green group. Remember if you are stuck on how to start
your questions, we have all of these examples (motion to white board) to help you get
started.
-When the students are done, the teacher will instruct them to put their work in the
finished box (check that their names are on them). The teacher can use these to assess the
students knowledge, and to determine if another lesson needs to be spent on questions.
Accommodations for individual differences:
-During the oral asking portion of the lesson, the teacher can help students form their questions if
they struggle with this task.
-The short story can be read many times, so that the teacher can be sure that all reading levels
understand it.
-The summative assessment differentiated just as the students daily writing is. Based on their
reading groups, the students will either need to generate 2 or 3 questions.
Behavioral and organizational strategies:
-The teacher should have the white board chart ready for sorting prior to the activity.
Additionally, the sentence strips should be prepared prior to the lesson.
-When the students are practicing their asking questions, the teacher should remind students to
raise their hands if they want to ask a friend a question, just like they do in morning meeting.