Reflection: Writing Across the Disciplines Exploring Rocks - Section 8: Independent Writing


What did my students' writing demonstrate? Well, the writing is at different levels. For example, NeedsMoreDetails shows that this particular student wrote very simply and he needed to elaborate.

The next example shows more elaborated sentences: WhatOneStudentLearnedAboutRocks. In fact, he uses good vocabulary from the video about what types of things can be made from rocks. He starts his response by saying rocks can help you, which is a link back to the book, Everybody Needs A Rock. Thus, this student was able to integrate both resources.

Next, with EvidenceFromNotes, while his writing is not as neat as can it be, he touches upon what rocks are made of. He writes about how rocks are different shapes and have different names. I wished he would have given even more details about his learning.

Then, in the example, GoodLearningAboutRocks, the student just like the second example also talk about how rocks can be made into statues. Other students mentioned this too, thus, this made an impact on my students. I was glad to read about how rocks are made of minerals. This is a key detail I wanted my students to walk away knowing.

Overall, my students did a good job reflecting on their learning.

  Writing Across the Disciplines: Writing About They Learned About Rocks
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Exploring Rocks

Unit 3: All About Rocks: Learning Science Through Informational Text
Lesson 1 of 10

Objective: SWBAT ask and answer questions to understand key details about rocks using informational and literary text.

Big Idea: Rocks come in different sizes and shapes.

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