Reflection: Writing Across the Disciplines Much to Know About Pigs - Section 4: Independent Writing


In working with English Language Learners, I am constantly working on building their academic language. I am helping them build the forms and functions of the English language. Because of their limited literacy experience, repetition is vital in helping them learn these skills. They benefit much from similar practice.

In asking them to write about what they learned about pigs. I am giving them the opportunity to practice how to use transitional words, how to write elaborated sentences and how to write paragraphs. So while this practice may be repetitive it is very good practice for them.

What does their writing tell me? It tells me, they are integrating the vocabulary from the video and from the informational sheet. They are sticking to the facts. Most of them use proper spellings.

This experience allowed us to have a discussion about the different terms for pigs: sow, piglets, hogs, and swines. It allowed me to make that connection in a natural way. And, if I had not done this lesson, this learning would have not happened. It is my hope that when we read the chapter, "Uncle," that students will remember what makes Uncle a hog. I won't have to any pre-teaching because I have taken the time to build this type of content knowledge now.

Here are some of their paragraphs:




PigsAreGreatSwimmers (Who Knew!)


  Writing Across the Disciplines: Writing About Pigs
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Much to Know About Pigs

Unit 5: Charlotte's Web: A Chapter Book Study
Lesson 14 of 27

Objective: SWBAT ask and answer questions about key details in an information text.

Big Idea: OINK! Pigs are surprisingly interesting animals. Did you know pigs pick up tricks faster than dogs? Come discover more enchanting facts about these social animals.

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