Reflection: ELL Students Lynx and Wolverine - Section 3: Partner Work

 

The proficient student work tells me that the students can identify the text feature. But, they can also analyze it from the perspective of the author's craft to see why the author chose this text feature. Then they are showing the information they learned which is the beginning of learning from text, instead of using text to learnt to read.

In the basic student work the student can identify the text feature and this is working at the knowledge level of Bloom's taxonomy. When we take it to analysis and evaluation to determine why the author chose this text feature and what we actually learn from this text feature the student is confused. In the first box on the right the student writes that the title tell the big point. Then they list some information in the text for the caption. They are showing their ability to gain knowledge from the text. In the last box I am not really sure what they student means. In this case I really need to sit down with my student and discuss their understanding. I just talk about the activity with them because they many just not understand the instructions which is common in many English Language Learners. So, I should have had somebody translate the instructions to eliminate any confusion. I get so mad at myself when I forget the translations, because I don't know if my students don't understand the skill or the directions.

  ELL Students: Student Work
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Lynx and Wolverine

Unit 6: Informational Text Features
Lesson 4 of 9

Objective: SWBAT understand how bold words, headings, and captions provide important information about a topic.

Big Idea: Engage the class in a science lesson about wolverines and lynx.

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