Reflection: Diverse Entry Points John Henry- A Man or a Myth? - Section 2: Guiding the Learning


John Henry was not a difficult passage to read. As a result, students tended to read too quickly and passed over text evidence that would have helped them answer various questions. When I stopped the class and reminded them to read carefully and highlight the clues to the story message, they did so much better. Maybe they just needed a second reading or maybe their involvement in the story increased. At any rate, you could try this if your students don’t seem to be getting it.

I have scaffolded this lesson for my struggling students by choosing 3-4 passages and underlining the sections I want them to focus on to limit their reading. I work closely with this group, guiding them through the process of questioning the text and drawing inferences by asking probing questions like, "What do you see happening in this passage? Why do you think that happened? What will happen next? Why do you feel that way?"

  Not getting it - strong readers and struggling readers
  Diverse Entry Points: Not getting it - strong readers and struggling readers
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John Henry- A Man or a Myth?

Unit 1: Literary Analysis: Reading for Meaning, Evidence, and Purpose
Lesson 10 of 11

Objective: SWBAT...apply their understanding of inferring to respond to questioning on a passage from "John Henry".

Big Idea: We put together text clues—information in a text—and our schema—what we already know—to make inferences about a text.

  Print Lesson
Listening and Speaking, English / Language Arts, Reading, Vocabulary, evidence, schema, questioning strategy
  40 minutes
john henry
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