Hey Jennifer,
Have a child stand at the front of the room.  While the rest of the  class 
has their eyes closed, change something about the child.  (put on a  hat, 
remove 
a sweater, turn around backwards).  Then have  the others open their eyes and 
tell what is different.  They  didn't actually SEE what happened, but they 
know what the child looked like  before and looked like after, so they can tell 
what happened between.  Have  them visualize what that looked like (child 
putting on hat, etc.).    That is what they are doing in the book..thinking 
about 
the "between", what  happened that they couldn't "see".  Jane in SC  :-)
 
In a message dated 1/6/2008 8:08:12 PM Eastern Standard Time,  
[EMAIL PROTECTED] writes:

Hello  everyone! 
Those of you that have been on the list a while remember that I  have been  
doing comprehension lessons in the primary grades using a  lesson study 
process.  
I plan a lesson with two colleagues, we take  turns teaching it and we watch 
each  other teach it then meet to  revise the lesson to improve it. 

I am about to teach the visualizing  lesson which I think is from the second  
edition of STW where kids  visualize what is happening between each picture 
in  
the Carl  books.  One of the great things about the lesson study protocol we  
 
are using is that we are asked to think about where our kids might  have  
difficulty with the lesson. What I see happening continually is  that the 
kids  who 
have trouble visualizing see what is in the second  picture rather than what  
is in between the first and second picture.  
Has anyone else noticed this? What do you all do about it other than  model,  
model, model?
Thanks in advance for your  help,
Jennifer







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