Reflection: High Expectations Sequencing with "A Big Fish for Max" - Section 3: Sequencing the Story With the Flow Map


I have high expectations for my students.  They are all expected to write.  I have some students who are in the intervention process and will most likely qualify for an IEP later in the year for having a learning disability.  Though I provide support, I still require these students to write.  I want them to try hard and do as best as they can.  I require a lot of writing as we fill out these flow maps.  As a teacher, I think that students retain information better if they write concepts down. 

During the lesson one of my students who typically does not struggle with ELA work was not really paying attention and messing around.  He said to me, "What do I write here?"  I told him, "You tell me.  Re-read that page and write about it. "  You snooze you lose in my room.  If you want to mess around and not pay attention to the classroom conversation, you need to work to figure it out.  This student was quite capable of doing that.  I also want students to realize that the responsibility of learning isn't always on me.  They need to take responsibility for their learning as well. 

Overall, I was happy to see that some of my students who sometimes struggle with ELA really had that intrinsic motivation to write their own sentences and fill out their own maps.  Their sentences weren't as long as some of the other students in the class, but they practiced their phonetic spelling, and I watched as they re-read for meaning, making sure their sentences made sense.  We still have work to do, but I know that the more opportunities I give them to write, the more they can work towards meeting my expectations for them.  You can see some of my student's work here: Student Work Max and Ruby.mp4.

  High Expectations: Reflection on Student Work
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Sequencing with "A Big Fish for Max"

Unit 12: Reading Comprehension Lessons
Lesson 3 of 14

Objective: SWBAT sequence the events from the beginning, middle, and end of the story using a flow map.

Big Idea: Today students practice close reading as they look for evidence in the story so they can sequence the events for the beginning, middle, and end.

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  115 minutes
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