Reflection: Routines and Procedures Discussing "Goldie and the Three Bears" - Section 2: Reading and Discussing the Story


Students need to learn how to work with a variety of classmates even if they seem to have a hard time working together.  This is why I mix up my partners and group regularly.  Students will be expected to talk and communicate their ideas clearly and persuasively.  Standard SL1.1 builds every year until the anchor standard is achieved.

Students need to work with others who they might necessarily get along with well.  You may also have shy children in your class who just don't like to talk.  In years past I've had English Language Learners (ELL) who were terrified to talk because they just weren't comfortable speaking English in front of others.  If you incorporate speaking into your everyday lessons, students will acclimate and start to feel comfortable.  Having a language rich classroom doesn't just mean you have words and posters hanging up everywhere in your classroom.  It's the amount of talking that is done every single day in your classroom that will make the difference, so I recommend getting your students talking every day.

  Regular and Diverse Opportunities for Student Discourse
  Routines and Procedures: Regular and Diverse Opportunities for Student Discourse
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Discussing "Goldie and the Three Bears"

Unit 16: Comparing and Contrasting Two Different Goldilocks Stories
Lesson 2 of 5

Objective: SWBAT describe the characters, setting, and major events in the story using key details and help the teacher record the details on a circle map.

Big Idea: Today we are picking apart this story and discussing it in great detail so that we can set the foundation for our comparing and contrasting lesson on Day 3 of this unit.

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3 teachers like this lesson
English / Language Arts, Literature, folklore (Fictional Lit), Reading Comprehension, compare and contrast
  40 minutes
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