Reflection
As a follow-up to this lesson, I would first lead the students through an identical process using a different story. I think they need practice to improve their ability to identify the problem and the solution in a story. I would probably incorporate this work into center time by providing the students with story map worksheets and asking them to complete the maps for the story the class had used as a read-aloud that day. Once the students were comfortable with the format and content of the story map, I would encourage them to write their ideas in addition to sketching them.
Another follow-up lesson I would teach would be a lesson on “first, next, then, last.” When they used the pictures in the text to help them, the students had no trouble sequencing the events in Seven Blind Mice. To move them to the next level, then, I would use a familiar text and introduce “first, next, then, last.” This format of retelling requires higher comprehension of the story because it requires the students to think of the events in the story, rather than simply ordering events the teacher tells them. I would probably introduce the transition words alongside a picture card sequencing activity, and then move on to having the students think of what happened first, next, then, and last in a familiar story.
If I were to teach this lesson again, I would choose either sequencing or story mapping as the main focus. Essentially, I would split the lesson into two lessons. I think the students would benefit more from focusing on one skill at a time, and they would have time to practice each skill more if we focused on one at a time. Although they’re both comprehension strategies and retelling skills, they are significantly different tasks.
As I watched my partner teacher teach the lesson, I noted several things I would want to do differently. When defining the word “pillar” for the students, she referenced the pillar in the building right behind them, so they understood right away what it was. Once the sequencing cards were in place, she asked one student to retell the story using the sequencing cards. She also asked the students to “turn and talk” with a partner and retell the story using the story map after the interactive writing component. I think the extra retellings solidified both the content of the story and the process of retelling in the students’ minds.
Another follow-up lesson I would teach would be a lesson on “first, next, then, last.” When they used the pictures in the text to help them, the students had no trouble sequencing the events in Seven Blind Mice. To move them to the next level, then, I would use a familiar text and introduce “first, next, then, last.” This format of retelling requires higher comprehension of the story because it requires the students to think of the events in the story, rather than simply ordering events the teacher tells them. I would probably introduce the transition words alongside a picture card sequencing activity, and then move on to having the students think of what happened first, next, then, and last in a familiar story.
If I were to teach this lesson again, I would choose either sequencing or story mapping as the main focus. Essentially, I would split the lesson into two lessons. I think the students would benefit more from focusing on one skill at a time, and they would have time to practice each skill more if we focused on one at a time. Although they’re both comprehension strategies and retelling skills, they are significantly different tasks.
As I watched my partner teacher teach the lesson, I noted several things I would want to do differently. When defining the word “pillar” for the students, she referenced the pillar in the building right behind them, so they understood right away what it was. Once the sequencing cards were in place, she asked one student to retell the story using the sequencing cards. She also asked the students to “turn and talk” with a partner and retell the story using the story map after the interactive writing component. I think the extra retellings solidified both the content of the story and the process of retelling in the students’ minds.