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|Reading Lesson: Asking and Answering Questions |Grade Level: 2 |

|Lesson Summary: Students learn to ask and answer the questions “Who?” “What?” “Where?” and “When?” to demonstrate their understanding of the |

|key details and events in a story. Students use magazine pictures to practice asking and answering questions. Advanced learners explore |

|questions using “Why?” and “How?” Struggling students answer questions about well-known songs. |

|Lesson Objectives: |

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|The students will know… |

|that asking questions provides information that increases understanding. |

|how to ask and answer questions that aid in understanding text. |

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|The students will be able to… |

|ask and answer the questions about a story, such as “Who?” “What?” “Where?” and “When?” |

|write questions about details and events. |

|Learning Styles Targeted: |

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|Visual |

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|Auditory |

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|Kinesthetic/Tactile |

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|Pre-Assessment: |

|Lead students in a game of “I Spy.” Select an object in the room, and have students take turns asking questions about it. Offer volunteers the|

|opportunity to spy objects. Make sure each student asks a question. Note which students have trouble formulating questions. |

|Whole-Class Instruction |

|Materials Needed: |

|paper lunch sacks with one mystery item inside each sack (such as an eraser, stapler, roll of tape, timer, math number cube, sunglasses), “The|

|Mystery of the Yellow Boot*,” paper and pencils, magazines to cut up, scissors, and glue sticks |

|Procedure: |

|Presentation |

|Tell students that they will be learning to ask questions to find out information. On the board, write “Who?” “What?” “Where?” and “When?” |

|Explain that these words are often used to begin questions. |

| |

|Have volunteers take turns selecting a mystery bag and answering questions about the item in the bag without telling what it is. Encourage |

|students to use the question starter words on the board to ask questions such as “Who uses the item?” “Where do you find it?” and “When is it |

|used?” Then, have the volunteer ask the class “What do you think it is?” |

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|Guided Practice |

|Give each student an opportunity to ask at least one question. Note which students have trouble formulating questions and providing |

|informative answers. |

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|Explain that students will be learning to ask questions about a story. Read “The Mystery of the Yellow Boot.” |

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|Pause during the reading to prompt students to ask questions about the story using the question starter words. Write the questions on the |

|board. |

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|Review the questions after the reading and elicit answers from the students. |

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|Independent Practice |

|Provide a magazine, scissors, and glue stick to each student. |

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|Tell students to choose a picture to cut out and glue on a piece of paper while leaving space at the bottom to write a question. |

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|Have each student write a question about his or her picture using a question starter word “Who?” “What?” “Where?” or “When?” |

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|Closing Activity |

|Allow time for students to share their pictures with the class and ask their questions. Have volunteers answer the questions about the |

|pictures. |

|Advanced Learner |

|Materials Needed: |

|copies of What’s Your Game? worksheet* for each student |

|Procedure: |

|Pair students with a partner. Tell them that they will be asking questions to find out about their partner’s favorite game or sport. |

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|Give students an example by answering questions about your favorite game. Keep your answers brief, and use simple vocabulary to answer “Why?” |

|and “How?” |

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|Hand out a What’s Your Game? worksheet* to each student. Explain the directions, and have students complete the worksheet. |

|Struggling Learner |

|Materials Needed: |

|1 copy of Show What You Know!* for each student; copies or PowerPoint of “My Aunt Came Back”* and “My Grandfather’s Clock”* |

|Procedure: |

|Hand out Show What You Know!* to each student. Read the directions. Then, using chart paper, walk the students through the questions. |

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|Have students follow along as you read “My Grandfather’s Clock*.” |

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|Allow students to work independently once you see that they know how complete the worksheet. |

*see supplemental resources

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