Reflection: Student Ownership It's Revision Time Again! - Section 2: Modeling the Habitat-Paragraph Revision


I don't always feel the most confident when modeling a process, because I don't know where the conversation will go once I open it to students. I hope that I have prepared enough for the task to be of value.

What did I think was valuable in this task? I found the discussion about where to add the sentence about climate to be very important. 

First, I wrote the new sentence on the white board, and then asked students where I should put it. There was silence. So I asked again. One student suggested we should add the sentence after the last sentence. Instead of simply saying No, I asked, "Does it make sense to add new information after the closing sentence?" Silence.

So I asked, "If I don't know where to place it, what can I do?"

A boy responded, "Edit."

I said, "Ok, what does that mean?" No one had an answer.

Thankfully, one of the students volunteered that we couldn't put the sentence at the end, because the paragraph already had a concluding sentence.

Then, I suggested that we reread the paragraph again, keeping in mind where to add the sentence. The conversation immediately improved. Finally, we came to consensus about the placement of the sentence.

This example shows that, as a teacher, we need to keep on trying to elicit the response we want from our students, even if they don't respond at first. We need to ask the same question in different ways, and we need to be patient. In doing all of this, we help our students take ownership of their learning.

Additionally, it dawned on me that for students to figure out where to place a new sentence, they needed to comprehend the paragraph holistically, which involved rereading it several times. Eventually, I got my students where I wanted them, but I had to make sure I remained persistent with the process.

  Student Ownership: Modeling the Revision Process
Loading resource...

It's Revision Time Again!

Unit 6: Habitats: Exploring the Regions Of Our World
Lesson 9 of 9

Objective: SWBAT: Revise habitat paragraphs.

Big Idea: Today my students reread with a focus on strengthening their use of descriptive details. I wonder what new and rich descriptors will spice up their paragraphs?

  Print Lesson
i see what goes here
Similar Lessons
And the author is...Using Digital Tools For Writing
2nd Grade ELA » Start 2nd grade off with Writing!
Big Idea: Empower students to recognize that they are thinkers and writers! They will collaborate on a writing piece to brainstorm, organize and publish ideas with a digital tool.
Oswego, IL
Environment: Suburban
Andrea Praught
Errors in Reasoning: Faulty Logic
2nd Grade ELA » Errors in Reasoning Examined
Big Idea: Students use critical thinking skills to detect faulty logic in arguments. Non-examples help students learn, too!
Hollywood, FL
Environment: Suburban
Dr. Miranti Murphy
Proofreading and Editing Day 1 of 2
2nd Grade ELA » I Am A Biographer
Big Idea: Learning proofreading edit marks is another written language, one we can’t assume students know.
Ocean Park, WA
Environment: Rural
Miki Frace
Something went wrong. See details for more info
Nothing to upload