Reflection: Developing a Conceptual Understanding Letter to the Lunch Ladies - Section 3: Independent Practice


I think the most important thing to remember here is to make sure the pairs are grouped to support each other in the evaluation and use of the rubric.  I pair a high and low learner basic on lexile level which I get from the DIBELS.  The writing ability for many first graders is similar to their reading ability.  But, the biggest thing about the rubric is being able to read the parts.

I noticed that one student in the basic work in the resources did not add a closing sentence and I think his partner did not notice that and they did not use the rubric.  I might should have done an example of using the rubric prior to the lesson. I differentiate by writing for one student with a highlighter (Modified Work). The student tells me what they want to write and I write it as we sit at one of the center tables. The proficient work is exactly what I expect except there are two incomplete sentences.  I did think it was interesting that the student added the words to his work to complete one of those sentences when reading the work.

I have different level of student work and a video of the Proficient Presentation. Notice the difference in the grammar in the Proficient ELL Work and Proficient Work. I have to model, correct, and really reinforce grammar with my ELL.

  Developing a Conceptual Understanding: Student Work
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Letter to the Lunch Ladies

Unit 14: Opinion Writing and Point of View
Lesson 4 of 6

Objective: SWBAT write a convincing opinion piece by stating their opinions, supporting opinions with details, and providing a closing statement.

Big Idea: This lesson really allows readers to express their opinion regarding an issue that affects them.

  Print Lesson
English / Language Arts, point of view
  60 minutes
lunch ladies
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