Reflection: Student Led Inquiry Introduction to Walden, Day Two - Section 3: Walden Read-Write-Share


The Read-Write-Share strategy is one my students are very familiar with; I use it for nearly every challenging informational text we study for the first half of the school year because it allows students to process the text in small chunks and hear a range of ideas about the text. At the start of the year, I often find myself offering questions here and there if students don't dig deep enough into the text; today, it was readily apparent that my students no longer needed me to do that.

More than ever before, students asked questions today. They wanted to know what this phrase or that meant. They wanted to know why the last 2 sentences in the "every morning" paragraph were there; did they imply Thoreau was not yet awake? They debated and questioned and did it again--without me chipping in.

The routine of the activity and their comfort level with taking chances in discussion, asking questions when they were unsure, allowed them to make sense of the text with minimal clarification from me; as a teacher, I'm terribly excited to find that I am just a little less useful to them in their continuing growth as readers (at least until I present the next challenge).

  Students Take Control
  Student Led Inquiry: Students Take Control
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Introduction to Walden, Day Two

Unit 4: Text Structure and Language Use in Informational Texts
Lesson 9 of 17

Objective: Students will be able to close read for details by sketching Thoreau's cabin based on his description.

Big Idea: A cabin in the woods--visualizing Walden.

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