NOTE: Any story could be used. It is important, however, that the selection be new to the participants so that the questioning is genuine. Do not hand out copies of the book until Guided Practice/Group Task section of the lesson.

The instructor:

1. First develops topic familiarity by leading a discussion about the general concept of surprises without emphasizing the story in any way. She asks, for example:
   
   a) Do you remember planning surprises when you were a child?
   b) What surprises do you remember planning and with whom?
   c) How did you keep the surprise a secret?
   d) Have your children ever planned any surprises?
   e) What do you remember about them?
   f) How did they keep the surprise a secret?
   
   
2. Holds up a copy of the book and introduces the story topic - about a little girl and her grandmother who plan a surprise.
   
   
3. Models her own reading thought processes, at the same time recording them on chart paper as shown in Box 1. While demonstrating, she invites questions from the participants.

BOX 1: MODELING THE SELF-QUESTIONING STRATEGY

BEFORE READING

First, I look at the title.
What does it make me think of?
What does it make me want to know?

Questions I Have.
What is the surprise
Who is the surprise for?
Why Wednesday? Is the surprise on one Wednesday or every Wednesday?

Second, I look at the cover picture.
What does it make me think of?
What does it make me want to know?

Possible question -
Who are these two people?
Any other questions?
(Elicits ideas from the group.)