Launch the Inquiry

Overview

Students begin a ten-lesson inquiry unit by exploring a shared, high-interest nonfiction text. The teacher models how readers ask who, what, where, when, and why questions, then guides students to identify the topic, make predictions, and support their thinking with an accurate text detail.

Learning intentions

Students will be able to:

• Ask useful questions before and during reading.
• Identify the topic of a nonfiction text.
• Make a reasonable prediction based on what they read.
• Explain their thinking using an accurate detail from the text.
• Participate appropriately in a small-group discussion.

Success criteria

• I can record at least three relevant questions about the text.
• I can identify the text’s topic.
• I can make a prediction about the text.
• I can support my prediction with a detail from the text.

Curriculum links

• Reading informational text — quote accurately when explaining explicit information and making inferences.
• Reading informational text — identify main ideas and the details that support them; summarize information.
• Speaking and listening — participate effectively in collaborative discussions.
• Speaking and listening — summarize information presented orally, visually, and in writing.

Lesson structure (30 minutes)

1. 0–4 min · Hook and notice. Display a striking photograph and title from the shared nonfiction text using the opening image and inquiry question. Ask, “What do you notice, and what do you wonder?” Students silently observe, then each shares one notice or wonder with the group.

2. 4–9 min · Model questioning. Read the title, headings, and any caption aloud without revealing the full text. Use the question-word modeling slide to think aloud: “Who is involved? What is this mostly about? Where and when might this happen? Why might it matter?” Record one example question for each useful question word. Students help distinguish a question that can be answered from the text from an unrelated question.

3. 9–15 min · Shared reading. Provide the inquiry reading and question-recording sheet and read the first short chunk aloud while students follow. Pause to model returning to the text for evidence, then have students read the next short chunk with audio support or partner echo reading as needed. Students mark or record details that answer one of the modeled questions.

4. 15–21 min · Generate and predict. Revisit the question stems and prediction prompt. Students independently record at least three relevant questions on the worksheet, using the question-word chart and picture supports as needed. Each student then writes or orally rehearses: “I predict that ___ because the text says ___.” Confer briefly with each student and scribe responses when appropriate.

5. 21–27 min · Small-group discussion. Lead a discussion with all three students, ensuring each has a turn to share one question and one prediction. Use the discussion prompts to reinforce “I agree because…,” “I would add…,” and “The text says….” Students listen, build on a peer’s idea, and revise a question or prediction if new evidence changes their thinking.

6. 27–30 min · Check and close. Display the closing review and exit prompt. Students complete the final boxes on the worksheet: identify the topic and copy one detail that supports their prediction. Invite each student to share one question they want to investigate in the next lesson.

Resources

• the complete inquiry launch slide deck
• the inquiry reading and question-recording sheet
• Shared, high-interest nonfiction text, printed or projected
• Audio version or teacher recording of the text
• Clear sans-serif text copies with wide spacing
• Picture supports and question-word chart
• Pencils, highlighters, or sticky notes

Assessment

• Listen for relevant, text-connected questions during the hook and shared reading. Prompt students to revise questions that cannot be answered by the text.
• Check each worksheet for three relevant questions, an accurate topic, and a prediction supported by a copied or accurately referenced text detail.
• During discussion, note whether students take turns, respond to a peer, and use evidence language. Use the closing response to identify who needs additional modeling in Lesson 2.

Differentiation

• Provide a question-word chart, picture supports, and sentence starters such as “What is…?” “Why does…?” and “I predict ___ because the text says ___.”
• Offer oral rehearsal before writing, read the text aloud in short chunks, and use teacher scribing or speech-to-text for students who need it.
• For dyslexia-friendly access, use a high-interest text in a clear sans-serif font with wide spacing, short reading sections, strong headings, and audio support. Avoid requiring students to read the entire passage silently.
• Work with each of the three students in the small group, adjusting the question prompt, rereading evidence, or providing a choice of details as needed.
• Extension: students add a question about the text’s cause, impact, or significance and explain why answering it could deepen the investigation.