Reflection: Trust and Respect Attacking the Fire: Annotating the Text - Section 1: Catching Fire: Reviewing Previous Work

 

It occurred to me that in many of my lessons I use the ELMO to show student work while we evaluate it as a class.  I'm sure the question has been asked, "Does she show the name of the student in question?"  I have to say mostly I do and here's why.  In my classroom there are no secrets and there is no one exempt from the highest of expectations.  At some point in the year every person's work will be up for public evaluation.

Now, this isn't something I do randomly.  I have a plan.  In getting to know students, a teacher can tell which ones aren't embarrassed easily and which ones the other students won't make fun of.  I start with their work.  It is extremely important to build a culture in your class where the students feel free to take risks and where making mistakes is the pathway to learning.  

I will say this, as I flip through work to share, I may leave out that lower performing student who's answer is way off base, but you can be sure that when I see a chance to spotlight awesome work from that same kiddo, I will. 

It all comes down to relationships and a delicate balance in building a student up while pointing out what they need to work on.

  Reflection: Showing Student Names While Sharing Work
  Trust and Respect: Reflection: Showing Student Names While Sharing Work
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Attacking the Fire: Annotating the Text

Unit 3: Firestorm!
Lesson 2 of 6

Objective: SWBAT read and comprehend literary text by answering text dependent questions.

Big Idea: Deep thinking about the text fosters increased comprehension and the ability to read increasingly complex texts.

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4 teachers like this lesson
Subject(s):
Social Studies, English / Language Arts, annotation, Writing Process, close read, text dependent questions, firestorm, Jean Craighead George, writing
  65 minutes
firestorm
 
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