Activity Description

Preparation:

1. Gather sticky notes
   1. One color sticky note should be used for before-reading questions, a different color sticky note should be used for during-reading questions and a third color sticky note should be used for after-reading questions
   2. For example, use blue sticky notes for all before-reading questions, yellow sticky notes for all during-reading questions and pink sticky notes for all after-reading questions
2. Prepare the Before, During and After Reading question chart
   1. For example: Developing the heart of the story
   2. Model the writing strategy by using a short piece of text
3. Select a story

Implementation:

1. Explain how the Before, During and After Reading question chart is to be used
   1. Describe how students can:
      • pose questions about a text prior to reading based on the information on the cover of the book
      • ask questions while reading a text and
      • generate questions upon reflection, after reading a text
   2. For example, use blue sticky notes for all before-reading questions, yellow sticky notes for all during-reading questions and pink sticky notes for all after-reading questions
2. Draw students’ attention to their sticky notes and explain which color is to be used for writing before reading questions, which is to be used for the during reading questions and which is to be used for the after reading questions
3. Present students with the front cover of the selected story
   1. Refer to the mini-lesson and remind students to focus on the selected topic
4. Invite students to generate before reading questions
   1. Encourage them to share their questions with a partner
5. Have students stick their before reading questions onto the question chart
   1. Read some examples aloud
6. Begin reading the story aloud
   1. Invite students to write their during reading questions as the story is read
   2. Remind students to think deeply about the story so that questions can be generated
7. Pause twice while reading and have students paste their during reading questions onto the question chart
   1. Read aloud some examples of questions as they are pasted
8. After the story is read, have students identify whether any of the during questions were answered
   1. Have students share their answers and put a checkmark on sticky notes as the questions are answered
9. Invite students to reflect on the story and generate after reading questions
   1. These can be some of the unanswered during reading questions
10. Have students paste their after reading questions
11. Invite students to read some of their after reading questions aloud

Adaptations For

English Language Learners/ESL:

- Have students who speak the same first language work together, especially during the think-pair-share
- Provide key vocabulary from the text to students ahead of time
- Allow students to pictorially represent their questions and invite them to orally share them with the class when they are posted

LD/Reading & Writing Difficulties:

- Allow students to pictorially represent their questions and invite them to orally share them with the class when they are posted

Cultural Appropriateness & Diversity:

- Select a story that is culturally meaningful and relevant that is representative of the student/school community

Differentiated Instruction:

- Encourage students to generate multiple questions
- Invite early finishers to begin reading other students questions and attempt to answer them independently
- Conduct this activity in small groups that are differentiated by reading level

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.