Reflection: Intervention and Extension Now Get Ready to Write (Author study, Day 3 of 5) - Section 3: Independent practice


I like this strategy for modeling self-editing. It is quick, and more powerful that simply correcting a mistake. Basically, I walk to a student and ask him or her to point and read with me. I insist on the pointing so that they don't just say what they wanted to write, but really have to attend to print. Then I lay the transparency on their writing, make the correction with the dry erase marker and leave. The student should make the corrections independently and check for similar mistakes.

This works as both a tool for intervention and for extension, as it naturally meets the student where they are in terms of their mastery of conventions.

  Using a Transparency as a Tool to Revise
  Intervention and Extension: Using a Transparency as a Tool to Revise
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Now Get Ready to Write (Author study, Day 3 of 5)

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

Objective: SWBAT use a graphic organizer to write relevant facts to develop their informative paragraphs.

Big Idea: Graphic organizers keep students on topic. Students need this support to use conventions and to add details to strengthen their writing.

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1 teacher likes this lesson
Writing Process, English / Language Arts, Writing, Information Resources, Nonfiction (Reading), editing, informational text, writing, informational paragraphs
  30 minutes
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