Whenever Mr. Henderson's 3rd grade students had a question that he couldn't immediately answer or that seemed off-topic, he asked them to write the question on a sticky note and place it on a poster dubbed the "Parking Lot." His intention was to find time later to answer those questions, but too often, he said, the parking lot became "the place my kids' questions go to die." Article author Molly Ness Hill and Mr. Henderson decided to move those questions out of the parking lot by having students find answers in informational texts. They planned 15-minute weekly sessions in which small groups of students were given a question from the parking lot and a book that included the answer. Students worked in their leveled reading groups, which enable Mr. Henderson to differentiate by reading level. The most skilled students were given more complex texts, and later, multiple texts. English language learners used books with simpler text and more pictures. As students discovered answers, they eagerly shared them on a new poster, called the "Freeway." Despite their progress, the parking lot of questions never emptied because once students realized the questions would be answered, they added even more. Students also became more interested in informational texts, choosing them more frequently during independent reading time than they had before.