Reflection: Developing a Conceptual Understanding Their Native Tongue Day 3 of 3 - Section 2: Rereading: Their Native Tongue


It was good to reread the story again and to go ask more text dependent questions. My students struggled with completely knowing the why. And that is what I developed so many of them. I made sure to give them plenty of time to answer. I gave them wait time. I waited 5 seconds before I asked if I could ask another student. This wait for my English Language Learners is critical. I feel it is very important to give them time to think so that they are able to express their thoughts.

I did have to help them express their thoughts. For example, when I asked them the first questions: Why does the Freedom School sound different when the students start?

I let them know that they could answer in this way:

The Freedom School sounds different because____________.

I need to offer these linguistic stems as a scaffold for some of them. They benefit all because even though those students with more literacy knowledge still require the support.

Taking the time to reread helped my students have a deeper understand of the lives of students at the Akwesasne Freedom School. Rereading and repetition are strategies that served my students well.

  Rereading the text
  Developing a Conceptual Understanding: Rereading the text
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Their Native Tongue Day 3 of 3

Unit 21: Their Native Tongue
Lesson 4 of 5

Objective: SWBAT ask and answer questions to explain the purpose of an article

Big Idea: It takes a community to keep a language and cultural traditions alive.

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