Inventive Investigating: Digging Into Informational Texts to Ask and Answer Questions

3 teachers like this lesson
Print Lesson


SWBAT read informational texts closely to formulate questions and answers referring explicitly to the text to demonstrate understanding after reading closely.

Big Idea

In this lesson, students will review what they’ve read already about the inventive person Tony Sarg and work to create questions and answers based on their close reading.

Enroll Students Into Learning

5 minutes

To get students enrolled in our learning, and to review what we read yesterday, I share a video clip I found online that shares the story we read yesterday, Balloons Over Broadway written by Melissa Sweet!

Experience Learning

5 minutes

Now, I remind the students that yesterday, we started brainstorming some questions we wanted to ask and have answered as we were reading yesterday.  Today, were going to take the skill of asking and answering questions one step further as we record our own questions and answers!  In the week or so before, my students have had practice with asking and answering questions, so today, I am looking to see how well my students can formulate questions and answers independently.  I have our two paper passers help out by passing our Balloons Over Broadway Questsion Stem page (see the Resources section here). 

I model for the students how I would formulate a question and answer using the first question stem: Who?  I tell the students that when I think of the question stem Who?, I think of people.  When I think of people in this text, I think of the different people Tony Sarg had around him, or met in his life.  For example, I think of the Macy’s man that asks Tony Sarg to come up with something special for the parades.  I think this person is an important because he helped encourage Tony Sarg to come up with a new idea, which led to his invention of the parade balloons, so I’ll write a question that says: “Who asked Tony Sarg to develop something special for the Macy’s Day Parade?” in the Who? box.  Now that I have this note, I could create the answer such as, “The man from Macy’s asked Tony Sarg to create something special for the Macy’s Day Parade”.

Label New Learning

5 minutes

I tell the students that looking specifically in the text to find answers to questions we’re wondering about or creating helps us show that we understand the text!  Individually today, we’ll create questions and answers for each questions stem now that we’ve read Balloons Over Broadway

Demonstrate Skills

10 minutes

Now that I’ve modeled for the students, I let the students get started.  Their task is to:

-review yesterday’s reading and reread closely as necessary

-form at least one question and one answer for each question stem based on the text

As students begin working, I circulate around the room to check on student progress.  This is great time to provide corrective feedback, help guide any students that need assistance, working on specifically citing the text.


5 minutes

After students are finished with their question and answers, I bring our class back together and have the students take turns sharing their questions (if they’d like) with our class to see if our class can provide the correct answer!  The students love this part of the lesson because it’s almost as if they’re the “teacher” getting to “quiz” the rest of the class.  I, of course, love this part too, because I get to listen in to all the great questions my students created and see if my students can read closely to retrieve the answers!  I tell my students what a great job they’ve done today, and that tomorrow, we’ll wrap up our learning of inventive people!