UNIT X 218 | UNIT 6 Instructional Routine: After You Read p. Txxvi Apply the Reading Strategy: Ask Questions Review academic language Review terms that signal questions. (who, what, where, when, why, and how) Ask: What are some words that help ask questions? (who, what, where, when, why, and how) Use each word to ask a question about the biographies. (Who did the biographies talk about? What did each person do?) Write answers on the board. • Apply the Reading Strategy: Ask Questions A Ask questions Have students work to fill in the K (know) and W (want to know) columns from their notes. Remind students to point out where in the text they found evidence for their answer. ANSWERS Students use the information for the K, W columns from page 208. B Inference Have volunteers read aloud the directions. Model filling in the third column. Say: I knew that Salem Poor lived in the past. I wanted to know why he was famous. I learned that he fought in the Revolutionary War. Then have students work independently to finish filling in the third column. C Using the internet Model using the Internet to answer the question: What other inventions did Franklin create? ANSWERS Sample answers: I would like to know more about what Abigail Adams did to help the country. I could look in an encyclopedia or on the White House’s website to find more information about her. D Reviewing what you learned Have mixed-ability pairs fill out the sentence scaffolding for each person in the chart. ANSWERS Sample answer: I knew that Salem Poor fought in the American Revolutionary War. I wanted to know why a stamp was created for him. I learned that the stamp was created to honor Poor. EXPLORE AND LEARN COMMUNICATE PRACTICE DIFFERENTIATED INSTRUCTION Scaffold There are many strategies students can use to draw a conclusion; it takes higher order thinking and will initially need some guidance. Here is one strategy: Evidence from the text + what the student knows and has experienced = Conclusion. For example: Benjamin Franklin helped write the Declaration of Independence. I know this is an important document the U.S. is built upon. Franklin helped build the U.S. Amplify Ask students to imagine they are Ben Franklin when he is old. Have them write a letter to their grandchild about helping to build the U.S. FORMATIVE ASSESSMENT Checking what I learned: Great Americans Write questions about what you wanted to know about each person in the text. Answer your own questions to check that you found what you wanted to learn. Exchange questions with a partner. Answer their questions. Apply the Reading Strategy Ask Questions A Discuss your notes from the K and W columns of the chart from the Preview activity on page 208. B Complete the L column of the chart. Answer your questions from the W column and add other information you learned. C Tell a classmate about what you learned. Are there any questions you wrote in column W that you can’t answer? Where could you find the information? D Write sentences for each person using the notes from your K-W-L chart. I knew that . I wanted to know . I learned that . name K (know) W (want to know) L (learned) 1. Salem Poor 2. Abigail Adams 3. Benjamin Franklin I knew that Salem Poor lived in the past. I wanted to know why he was famous. I learned that he fought in the Revolutionary War. He was a hero. AFTER YOU Read UNIT 6 218 UNIT 6 / AFTER YOU READ
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