Reflection: Rigor Comparing Lolly and Willie - Section 4: Evaluate


My class is made up of a large diversity of learners. I have kids that range from developmentally delayed to gifted. I have ELL students and students with severe speech impediments. Although diverse, this group of kids is fully capable of learning at high levels and I do expect them to reach the goals I have set for them.

In the previous lesson I reflected on the value of having students present their learning to the class. In this lesson, the focus is the accuracy and value of using evidence in those presentations. This is a reasonable expectation for young children as long as it is expected at a level appropriate for their developmental levels. This means that every student is appreciated and evaluated at his or her specific developmental and achievement levels.

My gifted and high-achieving students are expected to present with little to no support as well as support their statements with evidence. They are also expected to appropriately respond to peer questioning. My special needs students receive support from me and other students as needed while they present. This makes it just as comfortable and proficient at presenting as the rest of the class. I have found that they are often the most enthusiastic about presenting because they enjoy opportunities to be heard and feel valued!

  Use of evidence
  Rigor: Use of evidence
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Comparing Lolly and Willie

Unit 11: S-cargo! All about snails!
Lesson 3 of 5

Objective: SWBAT to explain the differences between land snails and water snails by comparing the two different types of snails.

Big Idea: Kids learn to apply what they've learned in earlier lessons about the physical structures of a snail.

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