Reflection: Developing a Conceptual Understanding Tell a Story Day 2 of 3 - Section 5: Responding in Journals


How did my students do in identifying key details in this part of the story? They did okay. I liked that they all wrote the page number of where they got their evidence/information, but I think they could have gone deeper into figuring out the most important details. I may need to revise my prompt to make it more specific next time.

Here are some thoughts on some student work samples I collected:

  • Sample 5 is very lively with its illustrations and bubble dialogue. That was interesting since I didn't prompt for this in any way. I thought his sentences describing David helping Mr. Roy were a good start. He says it's because David is a good kid, which is true, but he doesn't provide details to back up this thinking. He does, however, capture a main idea about David.
  • Sample 12 shows information from what we read yesterday, which is fine. It is true that David makes new friends and David does help the teacher. I hoped for this student to provide more specific details, though.
  • Sample 13 touches upon how David doesn't lizards, but he picks up the lizard which we will read about tomorrow. This tells me the student went too far during independent reading. I will need to make sure I am really clear with my directions for this student next time.

Overall, my students did understand the key details, but I need to keep working with them about what it means to provide specific details from the text. Part of how I will do this is revising my prompt to get them to answer a more specific question.

  Developing a Conceptual Understanding: Responding in journals
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Tell a Story Day 2 of 3

Unit 19: Relationships
Lesson 4 of 6

Objective: SWBAT ask and answer questions to understand key details in a literary text.

Big Idea: Will David like his new teacher? What will the first day in second grade be like? What new friends will he make? Come find out.

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