Reflection: Rigor How Does The Author Tell the Story Day 2 of 3 - Section 2: Rereading with Text Dependent Questions

 

To help students learn the skills I am teaching, I have them practice those skills repeatedly. So today my students are looking at how to use the context clues, both words and illustrations, to make sense of the meaning of words. Today, we are looking at the word "gently".

I ask a girl what context clues she used for "gently." Since I took much time yesterday modeling for them about how to use context clues effectively, today, I am giving them more independent practice. She did a good job with finding the clues provided on the page. In this case, she already had some knowledge, so that helped in addition to the clues provided by the text. It's when students are unfamiliar with a word that this may be challenging. All in all, I chose this particular student because of her limited vocabulary knowledge, and so I was happy to see that she was learning the process of how to use context clues.

The questions for this second read encouraged students to have a conversation with the author. In asking how things look for the tiny seed, the questions help them for a deeper analysis of the storyline. This other student's response about what has changed is showing me my students are developing awareness of this author's text structure. This is good.

  Rigor: Reflecting on the Reading
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How Does The Author Tell the Story Day 2 of 3

Unit 8: The Tiny Seed
Lesson 4 of 5

Objective: SWBAT ask and answer questions to analyze the structure of the story.

Big Idea: Authors write about what interests them. For Eric Carle nature is a powerful source of inspiration.

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asunflowerseedbecomingaplant
 
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