Reflection: Classroom Setup It's a process. Day 3 of 5 - Section 3: Independent practice


While I was circulating, I noticed that the students who were not writing an informational paragraph as the one modeled and discussed in the previous lessons, were not using the poster we had written and posted. When I directed them to it, they clearly weren't able to read it independently and therefore couldn't use it as a resource. It was a very nice example of a paragraph that explained how to write an informational paragraph, but it was useless as a resource for the students who most needed it. I had done it from a teacher/grown up perspective, I had forgotten who the audience was. A few days later I modified it by myself, and wrote the directions as brief sentences:

*complete a graphic organizer

*write an opening or topic sentence

*write at least two sentence

*re-state the main idea

*read and edit

It seemed better, but I need to come up with a way to create directions for my students, that also have examples done by them. 

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It's a process. Day 3 of 5

Unit 2: Reading and Writing Informational Texts
Lesson 9 of 11

Objective: SWABT use a graphic organizer to write an informational piece on a topic.

Big Idea: With a skeleton (graphic organizer) they can build a body (paragraph) without alien parts.

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