Students were able to read the story to their peers

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Students were able to read the story to their peers and the peers could pick out the sequence of events. Modifications/Accommodations There were some students who were less skilled in reading and writing than others and one who is an English Language Learner. The first thing to do for these students was to write the definitions of a narrative and sequence of events on the projector and provide examples of them for visuals. When it came time for groups they were split up, one went with each teacher and sat near them and a student with higher skill levels. The last change made was to provide these students with a sequence list they could make and then they can write their story around that list. 3
Running Head: Beginning Learners Changes/Extensions Based on the observations and assessments, there is one step that could be taken to the next level and one thing that should be changed. Based on general observations and assessments, all of these students did really well with this lesson. That being said, the next step would be to pick a longer book that the students could predict the ending of the sequence of events, and then write their predictions, followed by comparing their events to the actual sequence. The one aspect that would be change, would be making the final activity a small group activity. Though they were engaged, it would have been more effective as an individual assignment that was passed in instead of discussed in a small group. Discussing this in small groups was great because everyone got to hear their story analyzed by others. On the other hand, they had less time to develop their own stories because we had to leave time for discussions. Closing Overall expectations of the lesson were met, the students enjoyed the text very much. The text made learning about sequence fun and helped them define and recall what a narrative writing piece involved. Learning about sequence and giving them a chance to have power over some of the lesson; made this engaging for them and motivated them to complete the writing piece which is always the part they least look forward to. 4
Running Head: Beginning Learners Teacher: Mrs. Masse Date: 2/11/2016 Age/Grade Range; Developmental Level(s): 2 nd grade Anticipated Lesson Duration: Thirty minutes Lesson Foundations Pre-assessment (including cognitive and non-cognitive measures): Whole class discussion on what a narrative is and what sequence of events are. Curricular Focus, Theme, or Subject Area: When I Lived with Bats by Faith McNutty. Focus: Narratives and sequence of events. Common Core State Standards or other State/District Standards: CCSS.ELA-LITERACY.W.1.3 Write narratives in which they recount two or more appropriately sequenced events, include some details regarding what happened, use temporal words to signal event order, and provide some sense of closure.

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