Reflection: Routines and Procedures Making a Social Studies Connection With "A Class" - Section 3: Writing Our Own Book


My students do a wonderful job in writing their own work.  I learned about a strategy many years ago when I was learning how to teach reading recovery, and I've used this strategy to teach my students to self-monitor their writing ever since. I taught my students this routine since the beginning of the year and because they know this strategy, they don't feel the need to copy right from the book or from their peer sitting next to them.

I partner the students up with the person next to them in our small groups.  Then partners determine who is Person 1 and who is Person 2.  This way, they each get a turn to be the speaker and the listener.  Person 1 starts off and says their sentence; then Person 2 takes a turn.  After they've each had a chance to speak their sentences, I have them repeat their sentence about 4-5 times and count how many words they're going to write.  This helps them to build up their working memory and remember their sentence.  After students have written 2-3 words in their sentence, I have them go back and use their rereading strategy.  Students are self-monitoring their writing, checking to make sure their sentence makes sense and they aren't missing words and also to see what word they need to write next in the sentence.  Not only are students self monitoring their writing this way, they are also learning how to read for meaning. 

I did this lesson with my students in early November.  What I noticed was that my students easily generated their own sentences and that they were rereading for meaning.  I also noticed, though, that some of them are still struggling with conventions.  Check out what my students were doing well and what they were struggling with during the lesson in this video: A Class.mp4.  You can also see some student work samples and what my thoughts are on the work here: Student Work A Class.docx.  For some reason, I didn't take pictures of the first fact my students wrote.  I focused in on the elaboration sentences. You can see that we still have work to do towards reaching the standard but we are on the right track.

  Routines and Procedures: How Do You Get Students to Write Authentically?
Loading resource...

Making a Social Studies Connection With "A Class"

Unit 14: Small Group Reading Lessons
Lesson 3 of 7

Objective: SWBAT identify key ideas and details about a social studies text class community; SWBAT analyze the main idea of the text and make connections; SWBAT write a structured informational paragraph reporting on their analysis of the text and their connections.

Big Idea: You mean you can teach social studies while you're teaching reading?

  Print Lesson
1 teacher likes this lesson
class community
Similar Lessons
Ida B. Wells
1st Grade ELA » Main Idea from an Informational Text
Big Idea: Engage your class in a cross curricular lesson about the main idea while teaching about Ida B. Wells and African American History.
Shelbyville, TN
Environment: Urban
Regan Aymett
Plant Posters
1st Grade Science » The Plant System and the School Garden
Big Idea: To finish off their garden experience, the students will create a informational poster about planting a garden. The poster will combine the steps in the planting process while highlighting how plants meet their needs.
Waitsfield, VT
Environment: Suburban
Thomas Young
Climate Research- Independent
3rd Grade Science » Climate
Big Idea: Weather patterns around the world can be predicted based on long term observations of a particular climate.
Tucson, AZ
Environment: Urban
Jennifer Valentine
Something went wrong. See details for more info
Nothing to upload