Reflection: Staircase of Complexity Cause and Effect With "If You Give a Cat a Cupcake" - Section 2: Read Aloud and Discussion of the Story


     I want to make a point about how important whole class discussion is.  At the point where we were discussing the cat and the lake the first student responded correctly.  The first student I called on answered correctly and I said, "What does everyone think of that?" Another student answered as I've taught them, "I respectfully disagree."  I asked her what she thought and why she thought that. She said that the cat was going to jump in the lake and go swimming.  A few other students agreed with her.  I don't want students to be misled. I said, "Where in the story does it say he is going to go swimming?  How about the pictures?" She looked at me like a deer caught in headlights.  It was a learning moment for her.  I could actually see the light bulb go on in her head like "You mean I have to use the evidence to support my answer?"

     Using text based evidence is a key shift in the Common Core Standards.  You don't always have to have students answer in written form when providing evidence to support their answers.  You can also assess whether they are using evidence just by having a class discussion just like we did in this lesson.

  Using Accountable Talk
  Staircase of Complexity: Using Accountable Talk
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Cause and Effect With "If You Give a Cat a Cupcake"

Unit 1: Reading Comprehension
Lesson 4 of 8

Objective: SWBAT verbalize and write cause and effect relationships by using the book "If You Give a Cat a Cupcake".

Big Idea: We spend a great deal of time teaching children how to read independently. This lesson will focus on listening comprehension, speaking and listening, and writing cause and effect relationships.

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