Reflection: Developing a Conceptual Understanding A Funny, Scary, or Sweet Story - Section 3: Partner Work

 

The Proficient Student Work and Basic Student Work work shows that the students understand how to use, first, next, and last.  This will help them become better writers and use transitional words when they begin to write multiple paragraph essays.  

The things I am noticing are that students still struggle with matching the verb tense, as in rided and rode.  This is seen in the proficient work, but I think irregular verbs is a continuing skill up into at least third grade.  At this point in their writing development I am not so concerned with conventions as I am content. I want to focus on creative energy and developing ideas, opposed to picking the little details of grammar apart.

Then there is the Basic Student Work work that shows there is still a need to concentrate on how to not use too many words in a sentence.  I am thinking I could make a center where students could practice sorting sentences that are run on and not.  This might be a fun way to develop this skill. I will put the answers on the back so they can get confirmation as they learn.  But, again I really want to help students become more creative in their writing, because conventions are something that can be learned later in their education. 

I am so proud of the Modified Work student work, but I still have to model the writing.  These students told me what to write, but needed to see it.  I used a different color for each sentence to help them track.  It is so exciting to see students learn to express their ideas.

  Developing a Conceptual Understanding: Student Work
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A Funny, Scary, or Sweet Story

Unit 4: Narrative Writing
Lesson 3 of 8

Objective: SWBAT write a narrative using temporal words.

Big Idea: Students will decide whether to create a scary, sweet, or funny story.

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scared happy or mad story
 
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