Group Discussion Explicitly Teach/Model Writing Strategy Independent Writing/Conferring Students share strategy they used and Teach writing strategy to group: Students respond to specific evidence of use from book. Using boxes and bullets to make a comprehension prompt or personal paragraph reflection on reading in reader’s notebook: Comprehension Strategies Checklist: I reread what I didn’t understand. Have students create paragraph from I made predictions and read to Group generated message- Model writing their boxes and bullets find out if they came true. strategy with response to mentor text 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 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 book 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) Teacher Action Plan for Next Cycle *Reminder- you do not need to reintroduce the genre- go right into Phase 2- Reading Phase 2: Reading (2-3 Days)
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 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) Explicitly Teach/Model Writing Strategy Teach writing strategy to group: Using boxes and bullets to make 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 Phase 2: Reading (2-3 Days)
sample_cfg_nonfiction_unit.docx