This original plan focuses on question construction during teacher-guided discussion. Keep actual learner questions and the next teaching decision separate from the model web.
Preserve one original three-sentence passage
Fictional passage with stable sentence IDs:
S1: Jules set a paper boat in a shallow tray.
S2: When Jules poured water into the tray, the boat floated toward the corner.
S3: Jules placed a small block at that corner, and the boat stopped beside it.
Keep those sentences unchanged in the printable learner text, teacher reference and any later review copy. Prepare a blank question web with fields for question, sentence evidence, answer/category and remaining question. Add a separate observation record for actual questions, discussion, support and next step.
The teacher confirms the text's fit and actual reading/access support for the group. This plan does not prescribe picture or first-letter guessing, diagnose reading level or measure speed from participation.
Pennsylvania SAS's guided-reading resource description describes teacher modeling of factual/inferential questions and question webs, followed by learner questioning in small groups. The linked full lesson was not used here. The passage, question set and schedule below are original, with no claimed standards alignment.
Model one question and its evidence link
Think aloud with Q1: “Where was the boat first placed?” Locate S1 and identify a shallow tray as the stated answer. Put Q1, S1 and the answer into the teacher's example web.
Then ask how a different question would change the evidence needed. A word such as “why” can require an inference; it does not automatically make an answer unsupported. Learners should identify the sentences and explain how they support the proposed interpretation.
Use these separate teacher references:
| Model question | Category | Evidence and bounded answer |
|---|---|---|
| Q1: Where was the boat first placed? | Stated | S1: in a shallow tray |
| Q2: What happened after water was poured? | Stated | S2: it floated toward the corner |
| Q3: Why might the block have been placed at the corner? | Possible inference | S2/S3: perhaps to stop the approaching boat; the motive is not stated |
| Q4: Will the boat still float tomorrow? | Unanswered by this text | No sentence establishes tomorrow's condition or outcome |
Q3 allows another defensible interpretation with a clear evidence link. Do not require the exact model phrase or change “perhaps to stop it” into a stated intention. Q4 remains unanswered; the story supplies no material test or later observation.
A proposed 25-minute small-group sequence
- Text and goal, 3 minutes: Show S1–S3 and explain that learners will form questions and inspect their evidence.
- Think-aloud, 5 minutes: Model Q1 and the question-web fields. Contrast stated evidence with a possible inference.
- Read and question, 8 minutes: Learners read with confirmed support and draft their own question. Keep their fields blank in the preparation material.
- Answer/evidence review, 6 minutes: Discuss actual questions, locate evidence and mark answers as stated, inferred or unanswered. Add a new question if discussion reveals a gap.
- Exit, 3 minutes: Each learner identifies one question, its evidence or absence of evidence, and a remaining question.
The phases total 3 + 5 + 8 + 6 + 3 = 25 minutes. Adjust support and pacing from the actual discussion; the printed schedule does not establish what a learner did.
Keep the learner web open to valid alternatives
The usable learner web contains no prefilled response. The teacher's example supplies a model for the process, not the only permitted question set.
When reviewing an actual question, ask: What does it ask? Which sentence helps? What can that sentence establish? What remains unknown? If the answer overreaches, retain the question and narrow the claim instead of inventing missing story details.
A question about what happens next can be useful even when unanswered. Record it as a further inquiry rather than grade a fabricated prediction as the text's answer. Teacher review is needed for open questions and multiple defensible inferences; a local key reveal cannot assess every learner web.
Choose the next step from actual discussion
Leave the actual learner question, cited sentence, explanation, support used and next teaching step blank before teaching. If observed discussion confuses inference with stated motive, the teacher might plan another evidence comparison. If evidence selection is unclear, examine that exact question with the passage. These are conditional teaching choices, not findings about this fictional group.
Maintain the native school plan, printable passage/web and actual observation record. The local HTML review connects the sequence, unchanged text and model evidence; selecting a view does not produce learner work or grade comprehension.
Copy a question-web lesson brief
Draft a guided-reading lesson plan in US English.
Group/context, duration and teacher-confirmed reading/access support: [enter]
Original or authorized passage with exact sentence IDs: [paste]
Question-construction target and model questions/evidence: [enter]
Required printable question web and school observation format: [enter]
Preserve exact passage wording. Model forming a question, finding evidence and
distinguishing stated, inferred and unanswered categories. Give learners a blank
web for their own questions; the teacher model is not their response. Allow
defensible alternative questions/inferences with explicit evidence and limits.
Do not invent motives, future events, reading levels or pupil performance.
Make phase times sum to the duration. Keep actual question, evidence, support
and next-step fields blank until observed; teacher reviews open responses.
Return the proposed sequence, clean passage/web, separate model key and blank
observation record. If requested, specify an HTML teacher-review copy tracing
question IDs to sentences. No automatic grading, student collection or saved edits.
Trace Q3's possible motive and Q4's unanswered future with a teaching colleague before offering the blank question web. NOS can save and display an HTML teacher-review copy with the sequence, exact text and evidence questions together. Keep actual discussion evidence in the approved school workflow, and choose the next reading support from the questions learners actually form and explain.