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By: Krystal Billeck,
Edited by Stephanie Martinez & Heather Miller
Questions that focus on making a judgment about what is read (Pg. 313)
Description of the Lesson
During a lesson of “Reading Comprehension,” students were instructed to read a short text and were then given a list of “
” to answer. Later, they would gather in groups of three for discussion.
When it was Observed
September 12, 2011 (12:15 PM)
Teacher Observed & School
S. Brown, Faith West Academy
Objectives of the Lesson
The objective of the lesson is to get students to read and understand
they are reading. The students will be able to see the story not simply as “text” but as something that can involve them personally.
Materials Needed for the Lesson
ü Paper for the Story & Questions
Mrs. Brown instructed her fifth grade students to quietly read the four paragraphs about Harriet Tubman that was sitting on their desks. Then, she had a student pass out another set of papers with a list of “
” to see if the students were able to understand
they read. Some of the questions consisted of…
¶Who was Harriet Tubman, and what did she do?
do you think she did what she did?
have done the same thing?
¶Is there anything that Harriet Tubman did that she should not have?
¶What might you have done differently?
Once they had all finished, Mrs. Brown had them get into small groups of three to quietly discuss their finding. Once they had finished, they placed them into the basket for finished work.
My Observations of the Lesson
The teacher made the lesson on Harriet Tubman and the Civil War more interesting than I remember from when I was in elementary school. When she talked/read about the topic, it was like a story coming to life. The students were
engaged into the story that when it came time for the teacher to ask evaluative questions,
of the students raised their hands to answer one or more of them.
The questions Mrs. Brown used to evaluate the students’ achievement levels were specific and directed to the curriculum being taught. I do not believe I would do anything different than she did. In fact, I hope that one day
will be able to capture my students’ full attention and create questions that can give me a glimpse of the knowledge they are obtaining from my teaching.
There are many benefits that result from “evaluative questions” in the classroom. They develop interest about the topic being discussed, and they prompt the children to become actively engaged in the lesson. Evaluative questions advance the development of the students’ critical thinking skills and curious attitudes. Ultimately, they allow the teacher to assess the achievement and learning progress, and they encourage the students to seek out knowledge by themselves.
I do not believe there really are and “drawbacks” to asking students questions to evaluate where they stand in the learning process. A teacher should make sure she asks as many students as possible so that she can assess every student within the class.
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