C. Respond appropriately to oral and written questions from all levels of Bloom's Taxonomy (AL COS) (SAT 10)

1. compare and contrast ideas of a story
2. answer questions (what if, why, and how) (AL COS)
3. ask questions to gain understanding (what if, why, and how)

Let's Talk About Stories:  Shared Discussion with Amazing Grace
This lesson gives students opportunities to interact with a thought-provoking story as they develop their reading, writing, oral, and critical-thinking skills.

Reading and Writing About Whales Using Fiction and Nonfiction Texts
This lesson teaches students how to formulate research questions and write letters.

Weather:  A Journey in Nonfiction
This research project is designed for primary students to engage in nonfiction text, in both print and digital format. 
 

Working on Comprehension: Short stories with questions

Suggestions for English Language Learners (ELLs):
(E/B=Entering/Beginning, D=Developing, E=Expanding) 

E/B: Respond to simple questions about literature through gestures (i.e. pointing to pictures in a story) or spoken words or phrases.
E/B: Identify sequence of story nonverbally (i.e. gestures, pictures, graphic organizers) or with key words or phrases.
E/B: Create pictures about story read aloud and relate to own experiences with pictures.
E/B: Identify basic facts and sequences through pictorial representations and simple spoken or written phrases and sentences.
E/B: Respond to simple one-step written directions that are supported visually; D: Read and respond to two-step written directions by extracting key words, phrases, and sentences for meaning; E: Read and respond to multi-step directions.
E/B: Identify main events about stories read aloud and relate to own experiences with simple sentences; D: Determine  main events from stories read aloud and use simple spoken or written sentences to describe inference; E: Paraphrase main idea, facts, and sequence of text, drawing inferences and expressing with descriptive sentences.
E/B: Create a pictorial main idea diagram as you verbalize the parts. Draw the diagram both ways, with the details "adding up" to the main idea and vice versa. Have students point to the main idea in both diagrams; D, E: Have small groups review a topic they've learned in class (i.e. Community workers). Model creating a main idea diagram for one of the workers. Then have students make a main idea diagram about another worker. Invite groups to share their diagrams with the class.
D: Locate the title page, table of contents, and chapter headings while reading.
D: Answer questions about literary elements with simple spoken and written sentences.
E: Use features of text to locate information and to support comprehension.
E: Identify, interpret, and express facts and sequence through descriptive spoken and written sentences.
 

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