Reflection: Student Ownership ILIAD Background Continued & ILIAD Book 18 - Section 4: Independent Reading: Book 18


I like to provide students with support for navigating complex texts while, at the same time, teaching them to become independent readers and thinkers. This year, I have engaged in the process below:

-modeling my reading process, discussing what I face when reading a text for the first time or after multiple readings and then reading along with students, engaging in a think-aloud that shows my questions and interpretations about the text as they evolve; at times I ask them to help me make sense of what I am reading through sharing their thought processes when interpreting a text

-providing guided practice opportunities in small-groups with their peers

-engaging students in independent practice by allowing them to read, reflect upon, and respond to the text in written reader responses, and also creating questions and/or observations about the text, including where the text leaves matters uncertain, which inform their discussions in the peer-to-peer, small-group, and all-class settings.

However, as my students become more independent, I allow them to read and reflect on their own first, offering assistance when needed during small-group and all class debriefings if, and only if, a peer does not.  At this point, my students are answering one another's questions, offering assistance to one each other through guided practice, and attempting to make sense of the text independently first before asking for help from me or a peer!

Working on the CC.BetterLesson portal to narrate and reflect upon my units and lesson plans engaged me in metacognition, where I pinpointed this process, which I realize I have been using throughout my career, but have refined as a result of aligning my instruction to the Common Core State Standards.  

As a result of my professional growth through using CC.BetterLesson, my students are becoming more proficient and enthusiastic readers and thinkers, who have a desire to discuss their claims about the text and to confirm those interpretations with textual evidence.  

  Student Ownership: Reflection on Instructional Strategies
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ILIAD Background Continued & ILIAD Book 18

Unit 3: The ILIAD
Lesson 1 of 4

Objective: SWBAT demonstrate applied comprehension through collaborative writing, discussion, and reader response.

Big Idea: "You will not be punished for your anger; you will be punished by your anger." Gautama Buddha

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picture book paraphrase of the iliad and the
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