Reflection: Modeling Speaking, Listening, and Writing Comparing Sentences - Section 2: Stating the Objective and Comparing our Two Points


     I did this lesson in April and as I've said I didn't have to model as much as I did at the beginning of the year.  As I was circulating, I still was watching and listening very carefully to what my students were doing. Some of my students who need more support were trying to remember what to say and weren't looking at their double bubble map.  When I saw this, I had to model how to choose one of the stems that was on the board and then to use the double bubble map to say my comparing sentence.  After I modeled I would say, "See, you don't need to remember everything off the top of your head.  Now you choose whichever stem you'd like to start with and use your double bubble map to help you speak your sentence."  My students who need more support can still access and achieve complex tasks, they just need some scaffolds to help them achieve the same things that some of my advanced readers find so easy.

     Then I kept circulating and I was trying to think of a way to push my advanced students in this same activity.  When I was looking at some of my advanced students work they had "In both stories the wolves were sick." This was a fine answer but I wanted to push farther.  I kept asking questions.  "What were they sick with?  How do you know? Did they both have the same sickness?  Did you mention this in your answer?" I wanted them to expand on what they knew and cite as much evidence from the text as they could. 

     As I reflected on this lesson, I felt that I did a good job of meeting the needs of many of my students.  Even though the class was assigned the same activity, I built in scaffolds for student support and also enriched the activity for those students who needed a bit more.

  Challenging and Scaffolding
  Modeling: Challenging and Scaffolding
Loading resource...

Speaking, Listening, and Writing Comparing Sentences

Unit 6: Comparing and Contrasting with the Three Little Pigs
Lesson 5 of 5

Objective: SWBAT take the information from their double bubble maps and use that to write comparing sentences between the two stories.

Big Idea: Today we are going to be analyzing the author's structure by determining how both of our 3 Pigs stories are the same.

  Print Lesson
1 teacher likes this lesson
English / Language Arts, Reading, Fiction (Reading), Reading Comprehension, compare and contrast
  25 minutes
pigs 5
Similar Lessons
The Story of Ruby Bridges
4th grade ELA » The Story of Ruby Bridges
Big Idea: Students must be able to independently read a text and answer comprehension questions to demonstrate their understanding.
Columbus, OH
Environment: Urban
Jody Barnes
Questioning Text
1st Grade ELA » Plot
Big Idea: Creating a product and illustrations make this lesson great for teaching about questioning.
Shelbyville, TN
Environment: Urban
Regan Aymett
Ocean Research Project
Kindergarten ELA » The Ocean
Big Idea: We will divide into teams to learn about ocean creatures. We will write a research paper and orally present it to the class.
Tempe, AZ
Environment: Suburban
Karin Adams
Something went wrong. See details for more info
Nothing to upload