Robin Nipper
February 18, 2022
2nd Grade English Language Arts/Literacy
Second grade level short story, whiteboard, projector, flashcards, “wh”
worksheet
Textual Evidence- Ask and answer such questions as who, what,
where, when, why, and how (“wh”) to demonstrate understanding of key details in
grade-level texts heard or read.
Students will be able to…
• Answer & ask “wh” questions from reading materials.
• Know when to ask and answer “wh” questions.
• Understand why readers ask questions.
• For students who may have a difficult time with reading, reading with a partner,
or audio stories may be beneficial.
• For students who struggle to understand readings, discussion of the reading
material may be helpful
To engage the students…
• Ask “wh” questions based on stories shared and reading materials as a class.
What kind of questions should the students ask themselves after the engagement?
• Students should ask themselves the “wh” questions of their own stories.
• ‘WH” questions in other people’s stories and reading materials.
Describe what hands-on/minds-on activities the students will be
doing…
• Students will demonstrate their understanding of “wh” in a small group activity
List “big idea” conceptual questions the teacher will use to encourage and/or focus
students’ exploration.
• Ask them questions about their stories shared. Who is the story about? What is
the story about? Where did this happen? When did this happen? Why did this
happen? How did you react? Etc.
What questions or techniques will the teacher use to help the students
connect their exploration to the concept under examination?
• Questions relating to “wh” about several reading materials/personal experiences.
To develop a more sophisticated understanding of the concept…
• Students will develop and answer “wh” questions from reading materials.
What vocabulary will be introduced and how will it connect to students’ observations?
• “Wh” words will be introduced which connects to the questions that students will
be answering.
How will this knowledge be applied in our daily life?
• “Wh” questions can be used in most aspects of life. Being able to ask and answer
“wh” questions will help students with skills in life, such as job interviews or
doctor appointments.
How will students demonstrate that they have achieved the lesson?
• Students will independently and & answer “wh” questions based on reading
materials and verbal stories.
To introduce the “wh” lesson, first read a second-grade level short story to the class.
• Encourage the class to think of questions that they would ask about the story
while we read aloud.
• Post reading the story, ask students to raise hands to create a list of questions that
they would ask. Write the questions on the whiteboard.
• Questions that include “wh” should be emphasized.
After the students have asked their questions about the story, introduce our “wh” words.
• Who – identify people
• What – to identify objects
• Where – identify places
• When – indicate time
• Why – explain reason
• How – explain ways of doing things
Provide examples of “wh” questions
Project images and ask students “wh” questions based on images.
• Example: show picture of a girl eating an apple and ask the students “who is in the
picture?”, “what is she doing?” and “what is she eating?”
• Show 3-4 similar pictures and have students answer “wh” questions.
Share a short personal story and have the class ask “wh” questions about personal story.
• Example story: When I got home, I made tacos for dinner. We ate the tacos, then I
cleaned up the dinner table.
• Example questions students should ask: Who ate the tacos? How did you make
the tacos?
Have a couple of students share short personal stories.
• Have student answer “wh” questions from their story.
• Have class come up with questions that they would ask the student.
Break class into groups of 3-4. The students will receive flashcards where they need to
determine as a group the correct questions to the “wh” questions.
• Sample flashcard:
Students will receive a passage to read independently.
• Students will read the passage and answer “wh” questions.
• Students will then compose a list of 2-3 more “wh” questions that they can ask
about the passage that they read.
