Reflection: Students with Disabilities Discussing "Goldie and the Three Bears" - Section 3: Answering Questions and Recording the Details on a Circle Map


I know this seems like it might be over kill because I had just asked these questions and partners had just discussed this.  The reason why I do this again is because I have several students in my class that have limited attention spans and small working memories. I have a little boy in my class that really struggles with ADHD, and his attention wanders a great deal.  The more he hears the story being discussed, the better chance he has of retaining the story.

I also have a little girl in my class that struggles with oral language and speaking coherent sentences.  Besides partner work, I want to help her with her language skills by engaging her in a classroom discussion.  I try to have this little girl speak as much as possible, and I really listen when she speaks.  If she makes mistakes when speaking a sentence, I gently correct her and give her the correct syntax.

If you have ELL students in your classroom, you may see that their sentence structure is wrong.  Gently correcting them and having them repeat the sentence correctly is a great way to differentiate for them.

Finally, repetition is good for most students at this age, even if they do not struggle with a learning disability.  Students in first grade sometimes just need to be offered opportunities to learn the same material in different ways.  Doing so with the basics of these stories is one way I ensure that students will be successful when we do the harder work of analyzing, evaluating, and comparing/contrasting the stories in our next lesson.

  Differentiating Can Be Simple
  Students with Disabilities: Differentiating Can Be Simple
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Discussing "Goldie and the Three Bears"

Unit 16: Comparing and Contrasting Two Different Goldilocks Stories
Lesson 2 of 5

Objective: SWBAT describe the characters, setting, and major events in the story using key details and help the teacher record the details on a circle map.

Big Idea: Today we are picking apart this story and discussing it in great detail so that we can set the foundation for our comparing and contrasting lesson on Day 3 of this unit.

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1 teacher likes this lesson
English / Language Arts, Literature, folklore (Fictional Lit), Reading Comprehension, compare and contrast
  40 minutes
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