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They may not have had enough time to work on their first drafts.
ELLs may find it challenging to complete their drafts. Not only did they create informative pieces of writing, but they did so in English! Help them celebrate their hard work as they complete their final draft. #GAMESTOP FALLOUT 76 PC FULL#
The basic design of this lesson supports ELLs with opportunities to come full circle with their informative draft. Supports guided in part by CA ELD Standards 3.I.C.10, 3.II.A.1, 3.II.A.2. The peer feedback and linking words and phrases mini lesson in this lesson will prepare them to refine their paragraph in the assessment. In Lesson 12, students will independently write an informative paragraph for their End of Unit 2 Assessment. Collect students' Making Connections practice homework from Lessons 8-10. Collect in Making Connections practice from Lessons 8-10. If student work tends to be far from what is required in the End of Unit 2 Assessment, you may consider spending time identifying where students are struggling and adding a lesson to re-teach those elements and provide additional practice. Consider using the Grade 3 Observational Checklist for Writing and Language Skills to informally assess student writing from this lesson. Set this up carefully to ensure that student feedback is productive. Some students may find it challenging to give kind, helpful peer feedback. Continue to use Goals 1-3 Conversation Cues to promote productive and equitable conversation.Īreas where students may need additional support:. Students wrote their "How Does Where a Frog Lives Affect How It Looks and/or Acts?" draft in Lesson 10, and they spend time revising it in this lesson. Students who finish quickly or require an extension could illustrate their writing using the images on the appropriate pages of Everything You Need to Know about Frogs and Other Slippery Creatures. Students practice their fluency in this lesson by following along and reading silently as the teacher reads aloud the first and final drafts of "How Does Where a Frog Lives Affect How It Looks and/or Acts?" in Work Time A. By participating in this volume of reading over a span of time, students will develop a wide base of knowledge about the world and the words that help describe and make sense of it. The research reading students complete for homework will help build both their vocabulary and knowledge pertaining to frogs and specifically how frogs look and act according to where they live. The characteristic they are reminded of in this lesson is: use my strengths as they give and receive feedback on their paragraphs. In this unit, the habit of character focus is working to contributing to a better world. Strategically pair students in heterogeneous partnerships in advance to enable more advanced writers to support those who may require additional support to revise their paragraph during Work Time B. Then they work in partnerships to revise their first drafts for this criterion ( W.3.2c, W.3.5). In Work Times A and B, the class compares a sample "How Does Where a Frog Lives Affect How It Looks and/or Acts?" draft and final draft to better understand the importance of linking words and phrases and conventions. Refer to the Independent Reading: Sample Plan (standalone document), if you do not already have an independent reading review routine. Students begin this lesson with a research reading review. Purpose of lesson and alignment to standards: Select a prompt to respond to in the front of your independent reading journal. Writing Final Draft of Informative Paragraph (15 minutes)Ī. Mini Lesson: Editing for Conventions (10 minutes)Ĭ. Mini Lesson: Linking Words and Phrases (15 minutes)ī. #GAMESTOP FALLOUT 76 PC CODE#
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