Reflection: Rigor One Fish, two Fish, Red Fish, Dead Fish - Section 2: Engage

 

I have a few developmentally delayed students, a couple of mono-lingual Spanish students, and some severe speech students. Because of this, I set up situations that require thinking and discourse. I do this through book discussions and experience discourse. 

The procedures for discourse using a book:

  • Pre-read the book at home and come up with a list of possible questions to ask the kids. The questions should never be yes or no answer type questions. They should always require thinking and be open-ended that require explanations rather than just a yes or no.
  • read a page or two
  • ask question while having kids act out thinking (asking the question before calling on an individual to answer is imperative; it requires ALL the students to consider an answer to the question)
  • call on random students to answer (I use a name stick can to avoid subconscious bias)

Deliberate and well thought out questions raise the level of rigor and ignite logical thinking in young minds. It requires them to reach for deeper understanding of concepts as well as synthesize information learned in the current lesson and past lessons.

  Deliberate questioning and procedures
  Rigor: Deliberate questioning and procedures
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One Fish, two Fish, Red Fish, Dead Fish

Unit 7: Let's go fishing!
Lesson 5 of 5

Objective: SWBAT identify the parts of a fish and their functions by getting an up close look at a large fish purchased from a food market.

Big Idea: Young children can get an "idea" of what fish parts look like and do from looking at a small fish in a bowl and diagrams, but they get a firm understanding by observing the parts of a large fish where they can see the parts close up.

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  45 minutes
dead fish
 
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