It is so important to ensure adequate practice and direct skill-focus for each of our grade levels! However, each of the other grades contains an element of this skill within their own RL.3 standards. The unit above (some activities seen in the photos in today’s post) is complete with lesson plans, activities, graphic organizers, comprehension passages, task cards, and more, all focused on building this specific skill. The second-grade standard, RL.2.3 is focused specifically on challenge and response. So, consider allowing them to do this multiple times before moving on. The more opportunities students have with communicating their understanding, the better they will become. Then, they can build their skills by writing their descriptions. When first learning the skill, students can illustrate what they think the problem and solution look like.
Subsequently, students will need to identify and describe the problem/solution within texts. Ask Students to Find Problem and Solution in Text They are great for group discussions about challenges and the different ways to face them.
Here are a few affiliate titles I suggest from Amazon!Įach of these stories provides an opportunity for your students to look at character responses. One that allows us to see how the character acts, thinks, feels, etc. Look for books where the main character faces a clear and difficult challenge. You will need to collect books that have a strong problem/solution or challenge/response plot. When teaching problem and solutions, read alouds are going to be essential. Write the simple problem on the left and the simple solution on the right. So, students will be able to build connections to the concept before diving into deeper challenges.Ī simple t-chart could be made with some of your students’ scenarios as examples. These simple problems have fairly straightforward solutions. Here are a few ideas to start with during the students’ turn and talk. Have students share with the class, or turn and talk about simple challenges they have faced and how they reacted to them. Allow students to connect to the concept by facilitating a discussion on challenges. Initially, you will want to make it personal. So, how do we teach this? Make It Personal By 2nd grade, the focus will shift into character response and continues to dive deeper with 3rd and 4th, focusing on specific character feelings, thoughts, and actions. How does the character respond to certain events? What are the actions, feelings, thoughts of a character that stem from an event in the story? In Kindergarten and 1st grades, students will be learning how to identify the major characters and events in a story. I like the terms challenge and response because they encourage us to look into the character over the actual events. Today, we are going to focus on teaching problem and solution, or what is referred to in Common Core terminology as “challenge” and “response.” So, when we are teaching any of those elements, we must take a deeper look into the actual standard. When talking about teaching story elements, it is important to note that each of the elements has essential parts.