Reflection: Complex Tasks Kids Aerobics? - Section 3: Partner Work


I find that first graders really struggle distinguishing between the author's point and reasons that support the author's point.  So, I actually have some strategies that help the students get it.

I created this little note/anchor chart that I just wrote on the board. I wish it looked better, but I really have to make sure my kiddos understand the skill.  I point to the list a lot during the lesson and when my students seem stuck. I ask them to look at the chart. These are our clues. Where can you find the author's point? (title) Where can you look to find the reasons? (first sentence of each paragraph, bold words, subheadings) I have my little notes/ anchor chart in the resources.

Now, the other issue is how to tell if a sentence is the main point or a reason that support the point. Some of my questions include: Is this what the main text is about or is this just what the section is about? What is the author saying? (that the big point) I also remind the class that the point is more general than the reasons. I tell them that reasons are often specific.

Theses are the ways I scaffold my instruction to make sure my student arrive at the answers and understand the skill.

  Complex Tasks: Student Work
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Kids Aerobics?

Unit 10: Author's Point
Lesson 10 of 10

Objective: SWBAT identify the author's point and the reasons for the author's point.

Big Idea: Believe it or not there really are kids aerobic classes. Why? Teach students to be proactive in their healthy lifestyle.

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