Reflection: Adjustments to Practice Inferring A Wordless Picture Book - Day 1 of 2 - Section 2: Guided Practice (We Do)

 

I'm usually really good at thinking about how I'm going to go about teaching my lessons ahead of time.  Most of the time I do a good job thinking about the materials I'll need and the work the students are going to do.  Well I didn't think about one crucial point until the guided practice section of the lesson.

I originally thought that I would have students determine how many boxes they would want to use on their flow maps.  Then they could decide which temporal words they would want to use if they had more than 6 major events in the story.  When the students were responding to me during the guided practice section, they wanted to tell me small little details. I went "Oh my gosh, we haven't really done a whole lot of work on summarizing this year.  If I keep the the flow map like it is, they are going to have 15-20 boxes.  I need to adjust this before they even begin to write." So now you know that this lesson utilizes both summarizing and sequencing.  I didn't think of that right away.

That's why I changed the flow map to show an introduction box and then 6 other boxes in the flow map.  I thought that the students should be able to summarize an entire story using 6 boxes. My realization hit me as a result of what the students were doing in the middle of the lesson.  You'll find that you may have to adjust on the fly, just like I did too.

  Sometimes You Have To Adjust On The Fly
  Adjustments to Practice: Sometimes You Have To Adjust On The Fly
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Inferring A Wordless Picture Book - Day 1 of 2

Unit 12: Reading Comprehension Lessons
Lesson 13 of 14

Objective: SWBAT infer the major events in a wordless picture book and be able to retell the story on a graphic organizer using transition, or temporal words.

Big Idea: Do you think wordless picture books are for babies? Well guess again! We are going to have to infer in order to understand these complex stories.

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