UNIT X UNIT 6 | 205 DIFFERENTIATED INSTRUCTION Scaffold Support students’ understanding of asking questions by writing the question words who, what, where, when, and why on the board. Ask: What do we know when we see these words at the beginning of a sentence? (that there will be a question) Ask a question using each of the question words and write the answers on the board. Ask: Who likes ice cream? Guide students in identifying what each question word is asking about. (Who is asking about people) Amplify Ask students to use their charts to interview a partner. Then have them write a short paragraph about what they learned about their classmate. Reading Strategy: Ask Questions Build academic language proficiency Discuss the meaning of asking questions in this context and point out the question words who, what, where, when, and why. Say: Look for these words as you read. What can you tell about a sentence from these words? (that the sentence is a question) • A Use a KWL chart Introduce students to KWL charts. Read the questions. Model creating your own question. (What is your favorite movie?) Have students complete the K and W columns with a partner ANSWERS Sample answers: I know my classmate’s name, age, and that they play soccer. I want to know: Where was he born? Does he have any pets? What is his favorite kind of music? B Use your notes Write the question you came up with for Activity A on the board. Model using the question to fill in the chart. Say: My question was: What is your favorite movie? I asked this because I know he loves movies. I learned his favorite movie is The Gold Rush. Ask: What will you learn from your questions? Have students interview their partner. ANSWERS Sample answers: I know: Nick lives on Hill Street. He is on the robotics team. He is good at geography. I want to know: Where was he born? Does he have any pets? What is his favorite kind of music? I learned: Nick was born in Austin, Texas. He has a cat named Pickles. His favorite kind of music is pop. C Share information Model using the sentence starters from the page to say what you learned. Say: I know that Leah went away on vacation this summer because she was so happy and relaxed on the first day of school. I wanted to know where Leah went this summer. I learned she went to the beach. Ask: What did you know before you asked a question? What did you want to know? What did you find out? Have students write the information before sharing it with the class using the sentence starters. ANSWERS Sample answers: I knew that Nick is on the robotics team. I wanted to know where he was born. I learned that he was born in Austin, Texas. Practice Book p. 111 Assessment Program p. 101 PRACTICE COMMUNICATE EXPLORE AND LEARN Do you have any brothers or sisters? Ask Questions Reading Strategy Readers ask questions so they can make sure they understand what they are reading. When you read, ask yourself questions to check your understanding. Ask questions that start with who, what, when, where, and why. Who is the text about? Where did they live? What did they do? When did they do it? Why are they important? Fill in a KWL chart. A KWL chart shows what you know, what you want to know, and what you learned. Try Out the Strategy A What do you know about your classmate (K)? Write sentences in a chart like this one. What do you want to know (W)? Write more questions. What is your favorite book? What do you do on weekends? B Interview your classmate. Ask your questions from the chart. What did you learn (L)? Write sentences in the chart. C Write sentences about your classmate. Include the new information you learned. I knew that . . . I wanted to know . . . I learned that . . . name K (know) W (want to know) L (learned) Ray Chen Ray is 11 years old. What is his favorite sport? Where were you born? UNIT 6 205 UNIT X6 / BEFORE YOU READ
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