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Activate background about questioning and story. Think aloud questioning before reading the story, during and after Materials: To begin the unit I asked the class what the word question meant. What words do we use to write questions who, what, where, etc and what do we end a question with.
I did this just to get their minds whirling! Of course, most the class knew the story this is fourth grade remember! I told the students how good readers asked questions not only while they read, but before and after too! I looked at the cover and thought aloud some questions.
Then paged through the story and brainstormed more questions orally before. Then I read aloud the story and asked myself questions. At this point many of these were predictions and then I would confirm or adjust a prediction as I went.
After I closed the book I mused out loud, like why did the girl and grandmother STILL survive after the woodsman cut the wolf open remember: The kids were dying to contribute by this point, so I allowed some discussion.
In the beginning, I pretty much ran the show and released some to the kids as I read the book. Think aloud questioning before reading the story, during and after Invite students to share their questions as I read. This one took place in China. I began by flipping through the book and looking at the cover.
I told them I did this because I wanted to remember my question in case I answered it later on, or if it helped me think about he story. While reading the story I invited kids to share t Introduce using sticky notes for questioning their during questions.
Then we discussed our after questions.
These are usually the most thought provoking questions- and often had no answers. I gave each child three sticky notes. I invited them to write down questions they had form the story. Of course I love it when they do this a student asked if they could do one for before, another for during and the last for after.
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I said it was their choice. I read aloud this adorable story and then would stop every so often and have a child share their question and we would discuss.
I did have to limit this because so many wanted to share. The cool part of questions is that they usually lead to conversation! Then at the end I let the students attach their sticky notes to the chart divided up into the three sections. Four Think aloud questioning before reading the story, during and after Invite students to share their questions as I read.
Introduce using sticky notes for questioning Materials:‘Reading and Spelling 1’ is a free reading lesson plan that comprises fun activities and worksheets to familiarize kids with consonant-vowel-consonant words. Teachers and homeschooling parents can use this lesson plan to teach the little ones to read, write and spell various CVC words.
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It includes activities, write-on tables, flow-charts and illustrations. The following lesson plans are designed for teachers and students.
For teachers there are suggested What kind of story do you think a myth is? Fill in the following chart to describe the special features of each myth you read: MYTHOLOGY!!LESSON PLANS PAGE 8 OF 30!!.
Complete lesson plans for a creative writing course.
UNIT: BLIND/DEAF EXPERIENCE The students spend one hour either "blind" or "deaf" in a safe situation of their choosing and then they write two typewritten pages, one narrative and one expository. Providing educators and students access to the highest quality practices and resources in reading and language arts instruction.
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