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(9/10)What happened? What does their facial expressions tell you? What is going to happen next?
(11/12/13) What are the kids doing? Why? What is going to happen next?
(14) What are they drawing now? Why?
(15/16/17) What is happening?

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(Cover) What is chalk? Where do you normally use chalk? What do you notice about the dinosaur? Is it real or fake? What is in the dinosaurs mouth?
(1) Where do you think the story is taking place? What do you think is going to happen?What do you think is in the bag that is in the dinosaurs mouth?
(2) What did the kids find? What do you think they are going to do with the chalk?
(3) What is the girl drawing? Why do you think she s drawing a sun? What do you think is going to happen next
(4/5) What happened with their drawing? Get them to understand that the chalk is magical.
(6) What is she going to draw with the orange piece of chalk? What is going to happen to the butterflies?
(7) How do you think they feel? How can you tell?
(8) What is the boy going to draw? How can you tell its a dinosaur? What is going to happen?

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Obviously our draft isn't going to be perfect. There are many spelling errors but his invented spelling is understandable. A lot of run on sentences which I plan on fixing with him. But overall, a lot of ideas are on paper and his pictures match his words perfectly.

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Our final draft may not look final but that is what Saahir wanted. He said some of the pictures weren't going to be colored because they weren't colored in the book. Other than that, the book is revised, edited, and completed and he worked really hard and the finished product is excellent.

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Saahir was very interested about learning about sharks. He knew he general information about sharks but research really got him excited about sharks which made it very easy to write his informational text on sharks. I picked these books up in the library. Very kid friendly, lots of information, and both varied in given information.

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Saahir clearly understood punctuation as seen in his drafts when he added exclamation points but when it came to periods he forgot. I also noticed that he was forgetting to capitalize the first letter of sentences. So, for editing we worked on capitalization of his beginning letters of sentences and the ending punctuation.

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For revision, I noticed Saahir was continuously making run on sentences by adding "and" and new ideas. I decided to work with him on adding "also" to differentiate one idea from another and to make more sentences.

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I chose this book because it was very much like our first interactive read aloud with Journey. It keeps the kids on their toes because each page is a cliff hangr. It also keeps the children thinking because you are always guessing what is going to happen next. It related to the boys because there was a dinosaur in it but it also connected to the girls because there was a girl character in the story.

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As we started our research, Saahir decided he wanted to focus on whale sharks. In his decision, we had to start a new semantic map that included all the information we learned from our research about whale sharks.

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Saahir's semantic map started off with the topic of sharks (on the left). The different colors represent the categories we grouped our original facts in. For instance, food, the types of sharks, and what they look like.

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The student really enjoys reading books on superheroes and his drawing clearly shows that. He drew every superhero he knew (even the bad guys).

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From the informational interview, I found out a lot about my student Saahir. He loves animals and learning about animals especially  porcupines.  He is also big into soccer and superheroes, especially Black Panther.

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Justification of Book Choice in Light of Student Interests and Proficiency Level

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Justification of Book Choice in Light of Student Interests and Proficiency Level

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Artifacts You Used to Support Vocabulary

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Artifacts You Used to Support Vocabulary

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Didn't think artifacts for vocabulary was needed for this story.