Reflection: Grappling with Complexity Carlos and the Cornfield Day 1 - Section 2: First Reading


     Because reading the story aloud expressively ensures that all students are listening to an accurate depiction without concerns about reading errors, less stress is placed on reading skills, and more focus is placed on the underlying meaning of this story.  Students produced Post-It Notes that displayed their thinking process and reactions to specific parts of the story.  Their notes were specific and directly correlated to that section of text from which it is derived.

     Students often need modeling before they can write their own notes.  They want to see what it looks like.  They need concrete examples.  So, I oblige by showing examples of various post-it notes that I stick in a sample book.  Students ask questions if they need further clarification or explanation.  Many time verbal directions are not sufficient for younger students.  They learn by example.

  Grappling with Complexity: Read Aloud Note Taking
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Carlos and the Cornfield Day 1

Unit 8: Shared Inquiry Discussion 1
Lesson 11 of 18

Objective: SWBAT develop interpretive questions based on key details in a text.

Big Idea: How do multiple readings of text deepen knowledge ? Students use post-it notes to highlight specific points in the story and collaborate to design interpretive questions.

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3 teachers like this lesson
English / Language Arts, interpretive questions, note taking, close readi, think pair share, close reading, shared inquiry, shared inquiry discussion
  80 minutes
screen shot 2014 04 06 at 12 59 33 am
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