Reflection: Gradual Release Who can do what? - Section 3: Closure

 

I was very happy during the lesson, the children were engaged and able to complete the assignment. The students for whom the text was slightly difficult were so focused on finding out the information, that they didn't notice when the reading involved some work on their part, and solve difficulties without being aware that they had. I was able to praise some strategic re-reading and some blending that had needed no prompting. It was interesting to see the lowest readers, do much better than they do when I tell them that they are going to read a new book. It seems that not expecting difficulties made it easier for them to read well. 

However, when I looked at some of the charts later, I was disappointed to see that they had done some things that showed me they had not understood clearly what they were looking for. As you can see in the samples I put in the resource section, some students mixed the actions of both characters, and others put things that the character could not do (I had noticed this one small group, as you can see in the video from the independent section, but it had happened in other groups as well.) Part of the problem was that some got carried away copying phrases from the story. 

I was glad I had kept and checked the charts because when we do this lesson or a variation with other material, I will be more careful and explicit when giving directions on how to fill in the chart; making sure I check for understanding before they start working.  

  Gradual Release: A word of caution
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Who can do what?

Unit 1: Key Ideas and Details in Literature
Lesson 5 of 12

Objective: SWBAT tell who the characters in the story are and list things they can do, citing relevant evidence in the text to support their answers.

Big Idea: This lesson takes the students beyond the names of characters and makes them interact with the story to find out what each character can do.

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