Reflection: ELL Students Comparing Informational Texts - Section 5: Independent Practice

 

I understand that the section, Independent Work, looks a little chaotic.  It is.  There is a lot of movement during this part of our day, not only are my students rotating every 15 to 20 minutes through independent work areas, this is the time students are pulled for Speech, Reading Lab, RSP, and/or Adaptive PE.  So, yes, it can be confusing.  

To help keep the rotation transitions going smoothly I have the work areas so that my students rotate in a circle.  There is no zig zagging across the room to get from one work area to the next.  I spend the first week of school teaching this rotation and modeling the expected behavior for each work area.  It is also important to provide the pencils, crayons, erasers, and/or scissors that each activity will need and keep a group set in each work area.  That way students are not getting up and walking back and forth.  They clean up their area and circle around to the next work station.  Just as important as keeping a group set of tools, is making sure there is a quiet activity available for students who finish early.  These activities may include providing supporting texts to the topics being learned, reading material for AR tests, or even art that supports the topic.

Another thing I do to help keep this time smooth is I test all my students the first week of school to find out their reading and writing level and put them in leveled groups as soon as possible.  Also that first week of school I find out which students will be leaving for extra support and services, as much as possible I try to keep these students in the same reading group.  I have the rotation schedule so that this group misses only the computer part of their rotation.  However, I make it up during 'Morning Opening' where they work on the computer first thing.  By keeping this group together, there are fewer interruptions for the rest of the students.

  Organized Chaos
  ELL Students: Organized Chaos
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Comparing Informational Texts

Unit 14: Snails: Fact and Fiction, or, Information and Literary
Lesson 2 of 12

Objective: SWBAT identify similarities between two texts on same subject.

Big Idea: Your students will experience what different authors have to say about the same subject. Two heads are better than one!

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