Reflection: Shared Expectations Discussing "Goldilocks and the Three Bears" - Section 3: Answering Questions and Recording the Details on a Circle Map

 

I have another video Discussing Goldilocks as a Class and Circle Map.mp4 of my student's discussing the story as we are making our circle map.  You might think this is a bit redundant because partners had just discussed the content. I am always having my students discuss content a great deal.  There are several reasons for this.  I have learned through research that the more students talk, the more their reading achievement goes up because they are continually working on correct syntax and sentence structure, and they are exposed to using new vocabulary.  

I also have them discuss the story again because it helps them retain the information better and they can clear up misconceptions.  When we discuss content, my students know that they are responsible for their learning.  Everyone knows they are responsible for either listening or speaking. You may have children with speech issues or are English Language Learners (ELL).  Listening and speaking helps ALL students; however, you'll see great improvements with your speech and ELL students by having them talk a great deal in class.  The key is making this a comfortable, regular routine so that students who may feel less confident aren't "on the spot."

  Shared Expectations: Everyone is Responsible For Their Learning
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Discussing "Goldilocks and the Three Bears"

Unit 16: Comparing and Contrasting Two Different Goldilocks Stories
Lesson 1 of 5

Objective: SWBAT describe the characters, setting, and events in a 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 activity on our Day 3 lesson.

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