This is a lesson I created that incorporate the strategy "Half Asked Questions." This lesson was completed by fourth grade students and was a success.

1. Field Test Form: Activity #2
Background information about the instructor, lesson, and students provided in the sections
below:
Instructor’s name: Mindy Van Galder
Strategy: Half Asked questions
Description of Group of 4th grade students with learning disabilities
students / learners: 2 boys and 3 girls (I got another fourth grade student last week)
Content Area Writing
Application:
Unit, lesson, or topic Interview of another student: The fourth grade regular education
title: students are required to develop a list of questions to use to interview
another student. They will then use the questions to write a report about
a classmate.
Materials needed for Word document with half asked questions
the lesson:
Description / explanation of the instruction of the strategy including Before, During, and After
components of the lesson provided in the sections below:
Before: To activate prior knowledge I said aloud; What color is the dog? Where
How did you introduce are we? What time is lunch? When will I get to go home? Is it milk
the strategy, prepare the break yet? I then asked students what are all of these? They responded
students? questions. I had them each state a question. I explained that in the fourth
How did you activate
prior knowledge and
grade classroom they are going to have to interview another student to
build background learn more about them.
knowledge? We then discussed some questions you may want to ask someone to get
to know them better. We developed a list on the board.
During: I then told them that for the interview I had created Half Questions for
What did you model for them. I had done half the work and now they had to do the other half. I
instruction? then showed them the worksheet and explained that these were just part
What were the students of the question. Rather, their job was going to be to finish writing the
doing?
How did you support
question.
students during the We did the first question together.
lesson? It stated: Have you ever…?
We all shared our ideas some included: rode in a helicopter, shot a deer,
gone to the ocean. Great ideas!
They then had time to work on the ten questions.
Some of the half questions included:
When were you…?
How old were you when…?

2. Have you lived…?
Do you have any…?
The students were excited to fill in the questions.
After: We discussed that you can’t give yes or no answers you need to explain
What when you respond to a question. I had one student as me a questions and
processing/reflection did I gave an example response. Afterward each student asked another
you and your students student one question. They shared their answers with the group. I
do about the success of
the lesson and value of
explained that this is exactly what will happen after we come back from
the strategy for aiding Thanksgiving Break they will have an opportunity to interview another
learning? student and create a report about them. They seemed excited about the
activity.
This had then completed the time we had together. Some questions they
develop included:
• Have you lived in your house your entire life?
• Do you have any scars?
• Do you have any pets?
• Have you ever been to another state?
• How old were you when you learned to ride your bike?
• Do you like animals?
All great questions for the activity.
They will then use these questions to interview a student in their class
when we come back from break.
Reflection on the lesson, including student reaction and ideas for modifying or adapting for
future use provided in the sections below:
OBSERVABLE
STUDENT The students were very cooperative in the lesson. They liked thinking of
REACTION: questions to ask another classmate. They were able to develop a variety
Two details explaining of unique questions.
the student reaction All students were able to develop questions even if they were below
including attitude of grade level. I had to re-read the questions to a few of them who are not
students towards the
strategy, ability of
able to read at level.
students to use the The students enjoyed developing the questions.
strategy, and/or success
of the strategy for
helping students
understand the content
that is included.

3. REFLECTIONS The original 4th grade regular education lesson had the students
ABOUT developing their own questions to interview another student. This would
MODIFICATIONS have been overwhelming for some of my students. Thus, the half
OR questions was the perfect modification for them. It allowed them to
ADAPTATIONS participate and complete the requirements. It also helped them develop
STRATEGIES: unique questions, rather than the more common ones like how old are
you? How many people are in your family?
Detailed explanation of This was a great start for their interview project.
how you analyzed the
effectiveness of the
strategy and how to
improve the lesson. For
example: changes for
introducing and
modeling the strategy,
supporting students,
materials used with the
strategy, and/or how
students reflected on
the learning strategy
through discussion, a
rubric, or a checklist.

4. DIVERSITY: ELL Students: One of the students who participated in this activity was
Explanation of ways you an ELL student. She was able to participate and demonstrated a clear
would adapt and understanding of the task. I think the key to this was that I gave an
implement instructional example and I re-read her the questions to make sure she had a full
approaches, as well as
materials, to meet the
understanding.
language proficiency
needs of (a) students All four of the students who participated in this activity were struggling
who struggle with readers and writers. Modeling the activity for the students and having
learning to read and them work collectively on a few examples helped them understand the
write, and (b) students tasks. They all did a terrific job.
who are not fluent with
the English language. For
example: changes for
introducing and
modeling the strategy
with struggling learners
and ELL learners, (a)
students who struggle
with learning to read
and write, (b) students
who are not fluent with
the English language,
supporting students,
materials used with the
strategy, and/or
reflection or follow-up.
PROFESSIONAL I discussed this modification to with the 4th grade teacher last Friday and
LEARNING AND she thought it was a great idea. This morning I gave her a copy of the
LEADERSHIP Half Questions I created over the weekend, and she used them to work
Description of how you with two other ELL students in her classroom. She said it went very
will share your learning well for the two students she worked with and she loves the strategy.
with individual or groups We plan to incorporate this strategy in to future lessons.
of teachers. For
example: level one
coaching such as:
providing instructional
materials to colleagues
(handout of best
practices, graphic
organizer, a list of
recommended books
and web sites), a
discussion about
providing differentiated
instruction and/or
adaptations that will
help ELL students
transfer lessons to
obtain full literacy and
be agents of their own
literacy learning.

5. Providing differentiated
instruction and/or
adaptations that will
help ELL students
transfer lessons to
obtain full literacy,
demonstrating how
students can be agents
of their own literacy
learning.
Written
Communication
Organization and
presentation of ideas is
exemplary with great
clarity, cohesiveness,
and professional
language. Neatly typed
paper, double spaced,
12-point font.
Zero spelling, grammar,
and or mechanical
errors.