A Chomp of Knowledge
By Jenny Rodriguez
• Rationale: Question-generating works hand-in-hand with making connections with the text and questions. Good readers are inquisitive readers. They ask questions of themselves and the writer as they move through the text. Question generating helps the students look at the text in a more productive and in depth way. In this lesson students will learn to become questioning readers. They will build skills about how to take back knowledge from the text and focus on what they want to learn about the text. Also we will review background knowledge and define new vocabulary terms that go along with our expository text.
• Materials: Post-its, poster board, paper, expository text, pencils, markers, and vocabulary cards
Today we are going
to learn how to become questioning readers because it is important to know how
to combine sections of text together. In class today we are going to learn about sharks.
Before we read our text we are going to review some background knowledge.
But while we are reading I want you to think of questions about what you want to
learn throughout the text. Asking questions helps us become more invested in our
But while we are reading I want you to think of questions about what you want to learn throughout the text. Asking questions helps us become more invested in our text.
• Background Knowledge: Say: We are going to discuss our background knowledge and questions though a KWL chart. First we are going to start with what we know about sharks. I know that sharks live in the ocean. So I am going to write that down under the K for know. What else can we write under our K column?
• After we write down a few points about sharks then we are going to start reading a little bit of our text. After reading some of the text we are going to come up with some questions about what we want to learn next. I will model, we just read about sharks living in the ocean I think that it would be interesting to learn about how fast sharks can swim in the ocean. So my question will be “How fast can sharks swim?” Another question I could ask is “Are there any other animals that are faster than sharks?” Now when I read through the text I am looking for topics about swimming. However, I want to learn about so many other things. Who else has a question about what they Want to learn (W in the KWL chart).
1. Buoyant: Able or apt to keep afloat or rise to the top of a liquid or gas
The oil in sharks livers make this organ bouyant
Which is bouyant? A metal car or a feather
Some things buoyant things in the ocean are...
2. Ravenous: Extremely hungry
A lot of people think of sharks as ravenous man eating creatures.
Which could be ravenous? A person or a pencil?
People say sharks are ravenous because…
3. Minority: The smaller number or part
A small minority of sharks are known to attack humans.
Another minority group is...
• Explain : While reading a text I will come up with a few questions to help me investigate the text. Coming up with question makes you more focused in on what you are reading and helps you to be clear about what you are searching for in the text. I am going to model for you what a question generated reader does. I am reading about sharks today and I want to know
• Apply: Now I want everyone to grab a post it and write a question down. We will have categories of questions depending on the questions. There will be about 4 categories of questions (ex. Food, the anatomy, habitat, ect…) Students will split up into their group and investigate the expository text for answers to their question. On the poster next to the post-it they will write down answers for the text.
• Whole texts. The text that I want us to investigate to find our answer to our questions is a website on discovery channel. The title of this article is Shark Attack! Each group is focusing on their question and writing down notes about their answers. There notes are going to be transferred to a PowerPoint presentation so students shoul find or draw pictures to help with their description of answers to the questions
• Assessment. Each group is going to type up their answers on a PowerPoint and present them to the class. I will walk by to assist at the computer. i am looking to see if you answered your questions. If you can put all your knowledge together. Did you form anymore questions from your research? After all the presentation I made a online quiz about sharks with information from the projects. I am looking to see if they grasp knowledge from the presentation to answer questions on the quiz.
• What do sharks like to eat?
• Where do sharks live?
• What do we know about shark body parts?
"Shark Attacks!" Discovery Kids. N.p., n.d. Web. 04 Nov. 2012. <http://kids.discovery.com/tell-me/animals/sharks/great-sharks>.If your design is completely original, give a reference to some related lesson.
Murray, Bruce The Reading Genie Reading to Learn http://auburn.edu/academic/education/reading_genie/fluency.html
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