Kylee Armstrong

CIED 3253

10/20/14

Targeted Literacy Strategy or Skill: Differentiating between large global questions and smaller
clarification questions in a context area.
Grade level: 3rd-6th
Objective: The student will be able to ask and identify thick and thin questions in order to better
understand the topic as a whole.
Common Core State Standard/ PASS Standard: Reading Literature 3.1Ask and answer questions to
demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.
Reading Literature 3.10By the end of the year, read and comprehend literature, including stories,
dramas, and poetry, at the high end of grades 2-3 text complexity band independently and proficiently.
Prior knowledge: (What students already know)
-They have the ability to ask questions
-Ability to research answers to these possible questions
Observations/Rationale: (Before Lesson) What did you notice in your students work that let you
know this lesson was necessary?
The students need to be able to identify the more important topics when reading and/or studying. In order
to fully understand these topics the students need to learn to ask and answer the right questions.

Materials Needed
Lesson from Strategies That Work by Stephanie Harvey & Anne Goudvis, Pages 115-116
Mentor Text: Face to Face with Penguins by Yva Momatiuk and John Eastcott
Eye of the Storm: a Book About Hurricanes by Rick Thomas, Illustrated by Denise Shea
Materials: Textbook or nonfiction trade book, sticky notes
Student Groups: In class read aloud followed by small group discussion
Mini Lesson Format:
Connect: Begin the lesson by referencing how readers ask questions as they read. Then read aloud
from a nonfiction trade book, in this case Face to Face with Penguins. Discuss any questions
about the information in the book. These questions can be very broad or specific.
Teach: Continue discussing the questions about the nonfiction book. Define thick and thin
questions. Thick questions are broad, universal concepts. They usually begin with Why? or
How come? For example, Why cant penguins fly? and How come certain types of penguins
need cold weather to survive and others dont? Thin questions are narrower and are usually used
to clarify something specific. For example, What do we call a group of penguins? and How
many types of penguins are there?
Active Engagement: Chose another nonfiction book to read aloud to the class. I chose Eye of the
Storm: A Book About Hurricanes, which describes how hurricanes are formed. Read this book
aloud to the class. Instruct the students to use sticky notes to keep track of any questions they may
have about the subject. When you have finished reading the book have the students discuss their
questions in small groups. In these groups they can sort the questions into thick and thin and
discuss whether or not the book answered these questions. Bring the class back together in order

to discuss each groups findings. Did many of the students have similar questions? Did everyone
agree on which questions were thick and which were thin?
Link: After the students have shown that they understand the concept of thick and thin questions
discuss with them about ways they can apply this knowledge. Understanding these types of
questions will allow them to better understand the most important topics in a story or textbook.
They can apply this when reading for pleasure or studying for a test.