February 21, 2013

Follow-through: 

Well, I was able to pick up where I left off after my January 31 observation.  It's nice to know that my three first graders were able to recall what we were doing....This is a full 21 days ago, due to the interruption of WIDA testing.

This time, I was mindful that I wanted my students to engage more deeply in the process of determining a sequence of events, or "the process of processing."  I also wanted my students to be able to articulate their thinking.  I found that this warm-up, in which I had the four students (three plus one: Carlos joined us for the first time today) sort 10 pictures illustrating The Three Little Pigs fairytale required noticing of visual details and logical ordering, in addition to knowledge of the narrative.  For example, one scene that looked like the pigs dancing and rejoicing at first appeared like the end of the story; however, Hector pointed out that you could see the wolf still lurking in the woods.  (I myself hadn't noticed because my eyes hadn't focused on this detail: the pictures were small and not in color).  An ordering of scenes that required some sequential thinking was that the wolf had to first stand in front of the house in order to blow it down; therefore, the wolf would be seen charging out of the woods towards the pigs BEFORE blowing the house down, not after.  In these respects, story sequence also required a sense of process required in explaining science or natural processes.  

The 10 pictures of the story could be grouped into the three rough categories of "First," "Then," and "Finally" that I had intended for the prior "Getting Ready for Winter" (Hibernation/Migration) lesson.

The students were free to attempt sorting their "Getting Ready for Winter" sorts on their own.  The students were given their books and encouraged to use the text and pictures to help them sort their assigned process.  Hector (with Carlos as partner) sorted the butterfly migration sequence correctly.  On the other hand, we had purposeful discussion regarding how Zalk could correct his bear hibernation sequence and David could correct his woodpecker food storage sequence.  Sorting the pictures appropriately required an ability to explain why they were ordered in that manner.  The woodpecker sequence was not so obvious, because it depended on the perspective of the sorter: was the woodpecker flying back and forth to the tree in order to store the acorns, or was he already at the stage of enjoying the acorns and attracting another bird to the tree to feed on the acorns, too?  But it was also clear when a stage had to come first--the availability of acorns from fruiting trees, a bear having its pre-hibernation fill of fish and vegetation.

The response by the students was positive (despite their anxiety about being late for gym).  David wanted to take the colorful sequence sort home, and Zalk wanted to try another one, next time!  I would still like them to attempt a complete retelling of their "Getting Ready for Winter" sequence before they take it home.  Then, they could share and perform for their family at home (an elaborate make & take)!!