Unit Plan 10 (Grade 1 Library): Asking Questions About Stories and Topics

Focus: Teach Grade 1 students that asking questions is an important part of library learning. Students practice wondering before, during, and after reading, and use read-alouds, pictures, simple text features, and conversation to begin building understanding about characters, settings, facts, and topics.

Grade Level: 1

Subject Area: Library (Inquiry • Listening/Viewing • Story and Topic Response)

Total Unit Duration: 1–3 weeks, 50–60 minutes per session

I. Introduction

This unit helps Grade 1 students see that their curiosity belongs in the library. Young students often ask many questions naturally, and this unit helps them understand that those questions are not interruptions to learning—they are part of learning. Through read-alouds, picture walks, nonfiction browsing, and discussion, students practice asking questions before, during, and after reading. They also learn that pictures, labels, simple text features, and class conversation can help them begin answering some of their wonderings and build understanding about stories and topics.

Essential Questions

• Why is asking questions an important part of learning in the library?
• What kinds of questions can I ask about stories, pictures, and topics?
• How can books, pictures, and class talk help me begin to answer my questions?
• How can my observations, predictions, and connections help me think more deeply?

II. Objectives and Standards

Learning Objectives — Students will be able to:

1. Ask questions and share wonderings about books, pictures, topics, and ideas introduced in library lessons.
2. Practice asking questions before, during, and after a read-aloud or picture walk.
3. Use read-alouds, pictures, simple text features, and conversation to begin building understanding.
4. Share observations, predictions, and simple connections related to a story or topic.
5. Listen to classmates’ questions and notice that many different wonderings can help the class learn.
6. (Optional Sessions) Strengthen questioning habits through repeated read-aloud pauses, picture-based inquiry, and simple question-sorting activities.

Standards Alignment — 1st Grade (AASL-based Custom)

• L:S1.1a — Ask questions and share wonderings about books, pictures, topics, and ideas introduced in library lessons.
  • Example: A student asks, “How do penguins stay warm?” after a nonfiction read-aloud.
• L:S1.1b — Use read-alouds, pictures, simple text features, and conversation to begin finding information or building understanding.
  • Example: A student uses labels and photographs in an informational book to learn about plants.
• L:S1.1c — Share observations, predictions, and simple connections to stories, topics, and prior experiences.
  • Example: A student says, “I think the character feels nervous because I felt that way on the first day of school too.”

Success Criteria — Student Language

• I can ask a question or share a wondering about a story, picture, or topic.
• I can look at pictures, labels, and other clues to help me think.
• I can share something I noticed, a prediction, or a connection.
• I can listen to other students’ questions and ideas.
• I can use my curiosity to help me learn in library.