Reflection: Future Vets of America - Section 1: Introduction


The transition to common core has expanded the materials I make accessible to my students. I used to limit them to books at or very close to their reading level. Now I have seen, that as they learn to interact closely with the text and learn how to find information from the different features of informational books (RI 5 Know and use various text structures (e.g. sequence) and text features (e.g. headings, tables of contents, glossaries, electronic menus, icons ) to locate key facts or information in a text; RI 6 Distinguish between information provided by pictures of other illustrations and information provided by the words in a text.) , they can glean key details from books above their reading level. For this lesson, for example, we used a selection from their anthology, and I raided the school library for all the books on pet care they had, without worrying about the reading level. I noticed that the kids were surprised and interested to get such "big kid" books; I am sure this was a factor in how engaged they were and how hard they worked. 

The room got noisy. I stopped them three times to remind them of our 4 Ls: look at the speaker, lean forward, lower your voice, and listen attentively. Well ... 3 out of four is not bad. I decided to ignore the level and pay attention to the content of the conversations and the quality of the product. Sometimes, you just have to take a headache pill at the end of the day; this time with a smile on my face. 

  Materials and noise
  Materials and noise
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Future Vets of America

Unit 4: Writing informational/explanatory text
Lesson 7 of 10

Objective: SWBAT list instructions for a shared writing project on a How-To topic.

Big Idea: Students need to learn to hold collaborative conversations and collaborate in research projects. Here's a starting point.

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