Reflection: Writing Across the Disciplines Summer Days Part 2 - Section 5: Independent Writing


How did my students do? What showed up in their writing?

One student's writing shows the sophisticated words used by the author to describe Templeton. Do I believe this students understands what they mean? No. His lists them but doesn't give examples of why Templeton is this way. He does explain why he thinks TempletonIsCreepy and gives good evidence. This student will need continued vocabulary instruction to expand his knowledge. 

Another piece shows how unkind and how unfriendly Templeton is. She understands. I like it when students use their own words. She gives a good rationale of why she thinks Templeton is ugly and mean and writes good WaysToDescribeTempleton.

In another piece, I liked reading about how Templeton is "selfish because he doesn't have consideration." This is a very good connection. It shows understanding of Templeton and the vocabulary word. This students understands TempletonIsUnkind and is forced to do things because he benefits from it.

Furthermore, another student goes back and provides evidence of Templeton is unkind because back in Chapter 5 he doesn't want to play with Wilbur.

Overall, I feel my students did a good job in providing the evidence they needed to support their statements. For the students who have a less firm grasp on the vocabulary, I will continue to revisit the skill of describing as we continue to read the text.

  Writing Across the Disciplines: Independent Writing
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Summer Days Part 2

Unit 5: Charlotte's Web: A Chapter Book Study
Lesson 7 of 27

Objective: SWBAT ask and answer questions to understand key details about a character.

Big Idea: Templeton, who art thou?

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