Allow students to view texts that tell the same story, but from a different point of view.
Use of interactive read-aloud activity to generate a student driven lesson.
Generate high quality discussion questions that activate prior knowledge and build new ideas about text.
Use of graphic organizer (Venn diagram) to compare and contrast texts to help with comprehension of materials.
IV. Literacy Lesson- Critical and Reflective Perspectives
Use of multiple texts formats (narrative, informational) to generate and direct lesson instruction.
I wanted my students to focus on the author’s viewpoint and meaning with their text.
Use of K-W-L chart to activate prior knowledge and use of interactive read-aloud to generate discussion questions to finish their chart.
Use of informational text to generate discussion of Environmental issues and how they affect students.
IV. Literacy Lesson-Critical and Reflective Perspectives
Use of narrative text to emotionally engage students and to generate a reflective response from the students.
I had Robert use journal writing to reflect on his reading and to write a response letter to one of the texts.
Lucy and Gabriel used voice recorders for their own reflection projects based on their writing abilities, however, they were also given opportunities to practice their writing with their voice recorded reflection as a guide.
All three students parents asked for additional ideas, lessons and strategies that they could use with their children during the summer. I gave each a text list and a list and explanation of various activities.
I am planning to continue meeting with Gabriel, at his parents request, several times during the summer to help him with his English development and to help to prepare him for school next year.