Reflection: Developing a Conceptual Understanding Abuelo and the Three Bears Day 1 of 2 - Section 2: Reading Groups


I had a change of plans for this lesson today because I realized there were too many words my students had questions about to keep them reading the story independently. Interestingly, this is a Mexican version of the Three Bears, with some Spanish words. Yet, my students, who are largely from Spanish-speaking homes, had difficulty with reading the Spanish words. So it’s important to keep in mind that just because a story has words of a particular community, it does not mean the students will be able to read them. While I do teach Spanish speaking children, they do not read in Spanish and, thus, were unable to understand most of the Spanish words in the story.

I decided to read the story with them. As we read, I asked text dependent questions I developed "on the fly." Also, I took time to use the vocabulary strategies to figure out unknown words. Sometimes all I had to do was read certain words, and they knew exactly what they meant. Other times we had to slow down a lot to figure out the words.

Another change was that I asked them to compare and contrast the beginning instead of choosing the key details I had originally planned.  

How did my students do with comparing and contrasting? My students used specific details to compare and contrast what was happening in the beginning of each story. I liked that they referred back to the stories to find particular details to compare and contrast. In comparing and contrasting, I am widening their knowledge of stories.

One student, in Good comparison, wrote how in the story of The Three Bears Goldilocks goes to the Bear’s house without a particular reason, while in the other story, Trencitas goes to see her friend Osito (Little Bear). I think this statement shows a good understanding of what is going on in these two stories.  

Another student uses details from the illustrations to compare and contrast. His focus is on the actions of people versus on the physical traits of the characters, which is a deeper comparison and contrast. So I like that my students are paying closer attention to the details of the story.

  Developing a Conceptual Understanding: A Change of Plans
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Abuelo and the Three Bears Day 1 of 2

Unit 17: Folktales
Lesson 2 of 5

Objective: SWBAT will compare and contrast two versions of the Three Bears from different cultures.

Big Idea: Every culture has it's unique way of telling folktales. Will Trencitas (Goldilocks) eat all the frijoles (beans) while the three bears take their walk?

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