Reflection: Writing Across the Disciplines Scientists Read for Information - Section 3: Warm-up


While students are writing, I support particular students who are working on verbalizing their thinking before writing.  I also help students with letter formation, sounding out words, and extending their writing by adding details, depending on individual students' writing needs.

Afterwards for this activity, I thought I could have supported my beginning writers by providing glue-in sentences as support.  This would have created a fill-in-the-blank, where they would only be responsible for a few words.  Or, I also could have displayed the sentence frame on the whiteboard, so they could copy the sentence structure.  This would have allowed them greater success without one-on-one conversations with me.

  Supporting Writers
  Writing Across the Disciplines: Supporting Writers
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Scientists Read for Information

Unit 1: Wiggly Scientists and Wiggly Worms
Lesson 6 of 13

Objective: SWBAT identify key details that support the author's point, "A trunk is a tool."

Big Idea: How do external parts help animals survive? Find out how an elephant's trunk helps it meet its needs, and how it learns these behaviors from its mom.

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