Reflection: Developing a Conceptual Understanding How Does My Dog Bark? - Section 5: Elaborate


I found that first graders can get to writing and complete work faster than I can monitor at this point, February. I was helping one student: basic level student work who did not use complete sentences, and I was allowing her to use some white out. We discussed what makes a complete sentence.  I say, "It needs to have a naming part and an action. It needs to be a complete thought." This student work is an example of what I expected students to create

By the time I got over to check this student: below level student work he has already written his personal connection to dogs on his poster. So, I conference with him and get him to add the two sentences that explain why dogs bark. First graders struggle with using text evidence, and if I had gotten to him earlier I might have prevented the second sentence. I would have ask him, "Does this sentence explain why dogs bark?" Then he would have been able to add two sentences that explain the answer to the question.

  Developing a Conceptual Understanding: Conferencing with Students
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How Does My Dog Bark?

Unit 6: Sound Travel
Lesson 8 of 12

Objective: SWBAT explain how dogs bark and why we hear their bark.

Big Idea: Answer the questions of curious learners to help them understand sound in their world.

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Science, Sound, ELA, noise, glass, string
  60 minutes
dog 343861 1280
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