Renee and I had successfully completed our language arts lesson on The Snowy Day. It was a great experience for the students to relate their own experiences of snow day to the story of the book. During our lesson, I was surprised to know how well students could generate questions; especially, when it was their first time coming up with a question on their own based on the reading we did together, The Snowy Day. The CT was surprised as well in hearing all the great questions from the students. Moreover, the students who were listening to the question paid full attention and even raised their hands to answer their classmate’s question. These behaviors are favored and expected from students when the CT asks students with questions. Students forming questions suited very well to our lesson since we had prepared questions from the book to ask the students for enhancing comprehension of the text. The transition of having students ask questions after ours, it became somewhat easier for the students to come up on their own.
Students also worked on three-part story as an assessment after reading The Snowy Day as a class in which they did drawings and a little bit of writing about a story of activities they do during snow days similar to what Peter does in the book. Students were able to work on this assessment without a problem since it was a familiar activity they usually did in class with the CT. However, there were many stories of same drawings on all three pages or less details drawn to tell what the story of their snow day was about. Through assessments, I realized how students still needed to work on expanding their vocabularies for writing and including details for the drawings.
Overall, I felt good about how much the students have progressed since the beginning of the year.