Activity Description

Preparation:

1. Assemble a guided reading group
    a. Select 4-6 students with similar reading abilities
2. Gather 5-7 copies of a story
    a. Ensure there are enough for each student to have their own copy
3. Create an assortment of pre-reading questions
    a. Students should be able to extrapolate answers to these questions by looking at the front cover 
    of the book
    b. For example, what do you think the story will be about? Or who do you think the main characters of
    the story are? 
    c. Write each question on a separate cue card
4. Create a question chart
    a. The title of this chart can be “I Wonder…” and the headings, Who, What, Where, When Why, and How
    should appear across the top of the page
5. Gather materials required by students
    a. For example, sticky notes, pencils, mini white boards, and dry erase markers

Implementation:

1. Pose pre-reading question 
    a. Have students use the text cover for clues and write their responses on mini white boards
2. Invite students to share and justify their responses
3. Introduce the question chart
    a. Draw students’ attention to the various question categories and provide sample questions for each
    category
4. Invite students to begin reading the first few pages of the story independently and generate questions as they read
    a. Have students write each question on a separate sticky note and then stick the sticky note under the
    appropriate heading on the question chart
    b. For example, questions containing what… should be pasted underneath the what heading
5. Stop students after they have all read the first few pages of the story and invite them to share some of their generated questions 
6. Have students continue reading the story independently and encourage them to answer the generated questions
    a. Invite students to remove the sticky note and write the
    answer below the question or to write the answer on a separate sticky note and stick it onto the
    corresponding question on the chart
7. Circulate as students complete the activity and have individual students share and justify their questions and answers

Adaptations For

English Language Learners/ESL:

- Group students who speak the same first language together and encourage them to communicate in their first language to enhance comprehension
- Work with individual students to write and answer questions

LD/Reading & Writing Difficulties:

- Work with individual students to write and answer questions

Cultural Appropriateness & Diversity:

- Select a story with characters that are representative of the student population and that is relevant and meaningful to all students

Differentiated Instruction:

- Ensure story caters to students' interests and reading levels

Related References

Evidence:
Shanahan, T., Callison, K., Carriere, C., Duke, N. K., Pearson, P. D., Schatschneider, C., & Torgesen, J. (2010). Improving Reading Comprehension in Kindergarten through 3rd Grade: A Practice Guide (NCEE 2010-4038). Washington, DC: National Center for Education Evaluation and Regional Assistance, Institute of Education Sciences, U.S. Department of Education.