Group Discussion Explicitly Teach/Model Writing Strategy Independent Writing/Conferring Students share strategy they used and writing strategy to group: turning boxes Students respond to specific evidence of use from book. and bullets into a paragraph comprehension prompt or personal reflection on reading in reader’s notebook: Comprehension Strategies Checklist: I reread what I didn’t understand. Group generated message- Model writing Have students create paragraph from I made predictions and read to strategy with response to mentor text their boxes and bullets find out if they came true. I asked questions and read to find Teacher confers with individual writers as out answers. they are writing I made connections. I used my background knowledge Students go over writing with writer’s and clues from the text to make an checklist inference. Capital letters I used the author’s language and Punctuation crafting techniques to help me Spelling visualize. Reread to be sure it makes sense Ideas are supported with evidence from Teacher guides discussion with specific book comprehension prompts and may also discuss author’s craft (example: how did the author help you understand what this storm would be like? What descriptive language did the author use?) Students complete text map on own (could be homework- boxes and bullets text map) Teacher Action Plan for Next Cycle *Reminder- you do not need to reintroduce the genre- go right into Phase 2- Reading
Group Discussion Students share strategy they used and evidence of use from book. Comprehension Strategies Checklist: I reread what I didn’t understand. I made predictions and read to find out if they came true. I asked questions and read to find out answers. I made connections. I used my background knowledge and clues from the text to make an inference. I used the author’s language and crafting techniques to help me visualize. Teacher guides discussion with specific comprehension prompts and may also discuss author’s craft (example: how did the author help you understand what this storm would be like? What descriptive language did the author use?) Students complete text map on own (could be homework- boxes and bullets text map) Explicitly Teach/Model Writing Strategy writing strategy to group: turning boxes and bullets into a paragraph Group generated message- Model writing strategy with response to mentor text Independent Writing/Conferring Students respond to specific comprehension prompt or personal reflection on reading in reader’s notebook: Have students create paragraph from their boxes and bullets Teacher confers with individual writers as they are writing Students go over writing with writer’s checklist Capital letters Punctuation Spelling Reread to be sure it makes sense Ideas are supported with evidence from book Teacher Action Plan for Next Cycle *Reminder- you do not need to reintroduce the genre- go right into Phase 2- Reading