Reflection: Checks for Understanding Frog and Toad Are Friends - The Story - Section 3: Independent Practice


     During the "Reading of the Story and Student Writing" part of the lesson was done on a step by step basis because I wanted to give the students the material in manageable pieces.  If I had the students do all the writing on an independent basis at the end they would have gotten confused.  There is a great deal of page flipping in the packet as well and I wanted to make sure the students were writing on the correct pages.

   I did want my students to do part of this assignment on an independent basis.  I did this lesson in January, and I felt comfortable that I didn't have to model at this stage in the year.  We have been working hard on phonics, grammar and writing since the beginning of the year so I wanted my students to perform these tasks independently. This is why I had the students answer the 4 questions in their packet on their own.  By doing the work independently I could also see who might be struggling.  Then, I know who I can help in a small group in future lessons. I also have to keep in mind, that when reading these standards it doesn't say "with prompting and support" at the beginning of each standard.  Students are expected to attain these standards independently by the end of the year, so I need to start expecting this of them now. 

  Increasing Expectations
  Checks for Understanding: Increasing Expectations
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Frog and Toad Are Friends - The Story

Unit 3: Frog and Toad Are Friends
Lesson 2 of 5

Objective: SWBAT sequence events in a story, describe the problem and solution, and describe the characters.

Big Idea: Today we are diving further into describing our characters and describing the plot of our story.

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