recognizing W words, but now it was time to be quiet and work on your book, that their would be time later for more discussion. And when that time came, the student was eager to say more. The students related with each other by working together to make sure they were putting the Whale book together correctly. They would ask me, but if I was with another student they would then ask their neighbor and their neighbor would help them out. I provided my students to work collaboratively when they did the picture-sorting chart. They were allowed to ask a friend if they got stuck while they were up at the Smart Board, and their friend came up and they did it together. When working together, the students were respectful, helpful, and supportive of each other. They were constantly telling each other great job, and way to go. I gave an equal opportunity for all students to participate. Whether it was answering a question during the teacher-student discussion, giving me an example of a W word, or coming up to the Smart Board to sort a picture, each student actively participated did something during the lesson. Planning and Implementing Higher Order Thinking Skills: I provided opportunities for analyzing by creating the picture-sorting chart. On the chart, there were three columns that were labeled V words, J words, and W words. Underneath the chart there was 12 pictures that started with the letter V, J, or W. The students were called upon and asked to put the correct picture under the correct letter labeled. For example the whale would go under the W words. This allowed students to make decisions, solve problems, self-assess, and make adjustments. The students went up to the board thinking they might
recognizing W words, but now it was time to be quiet and work on your book, that their would be time later for more discussion. And when that time came, the student was eager to say more. The students related with each other by working together to make sure they were putting the Whale book together correctly. They would ask me, but if I was with another student they would then ask their neighbor and their neighbor would help them out. I provided my students to work collaboratively when they did the picture-sorting chart. They were allowed to ask a friend if they got stuck while they were up at the Smart Board, and their friend came up and they did it together. When working together, the students were respectful, helpful, and supportive of each other. They were constantly telling each other great job, and way to go. I gave an equal opportunity for all students to participate. Whether it was answering a question during the teacher-student discussion, giving me an example of a W word, or coming up to the Smart Board to sort a picture, each student actively participated did something during the lesson. Planning and Implementing Higher Order Thinking Skills: I provided opportunities for analyzing by creating the picture-sorting chart. On the chart, there were three columns that were labeled V words, J words, and W words. Underneath the chart there was 12 pictures that started with the letter V, J, or W. The students were called upon and asked to put the correct picture under the correct letter labeled. For example the whale would go under the W words. This allowed students to make decisions, solve problems, self-assess, and make adjustments. The students went up to the board thinking they might