Reflection: Developing a Conceptual Understanding Questions About Inventors - Section 3: Independent Work


How did my students do?

It took about 15 minutes to draw the template, which was too long. I asked them to draw it because I knew I needed to give my students practice with their fine motor skills given the time they spend on computers these days. Yet, in doing this lesson again, I would give them the graphic organizer instead of having them draw it. It distracted from the objective of asking questions about the inventors.

Once my students finished drawing their graphic organizer, I liked that they got to work and were engaged in generating the questions. I saw them being focused, and they were browsing the pages appropriately. Some of them were reading aloud and some of them were whisper reading. In second grade, students are still learning to understand the concept of reading silently. It takes time for them to learn how to read quietly, and I was happy to see them apply the technique.

I feel I did I good job in modeling the process of generating questions, and that served them well. In thinking about the informational text I used to model and the time it took me to model it, I would scale back on the length of the informational text so that in modeling, I would take no more than 10 minutes in accomplishing the task.

This brings to mind another way to teach this lesson again. Instead of me doing all the modeling, I would involve the students in the modeling. What do I mean? I would have the students sit at their tables. I would make a copy of the informational piece for everyone. I would alternate the reading. I would read a part out loud and then ask the students about the type of question we can ask. Alternatively, I would have them read to themselves and then ask them, again, about what type of question they could ask. I would make sure that most of them would be able to read the chosen text. This sounds like a good plan to do instead of having them sit for 17 minutes that it took for me to model the lesson.

Lastly, most of the students ended their questions with a question mark,  but some ended their question sentences with a period. One child put an exclamation point. This information helps me to pull these students aside and reteach the question mark and how it is used. Students need to practice skills in isolation and in context.

  Reflection on Questions Students Generated
  Developing a Conceptual Understanding: Reflection on Questions Students Generated
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Questions About Inventors

Unit 11: Inventors
Lesson 2 of 9

Objective: SWBAT ask questions about key details in an informational text.

Big Idea: What should we try to find out about George Washing Carver? About Alexander Bell? Or about Patricia Bath? Students will learn how to ask great questions about informational topics in today's lesson.

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