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The feedback I received for my writing strategy was mostly positive. My peers noted that I chose an appropriate graphic organizer for a persuasive essay and that working backward from an essay written by an expert in the field was a good choice as well. Some wondered if I should include multiple drafts for the essay since I didn’t specify in my presentation. I responded that, though it is my goal as an English Language Arts specialist to include drafts in as many writing assignments as possible, I am trying to be realistic and recognize that due to time constraints, this is not always possible. I strongly believe in teaching writing as a process and drafts are a part of this, but with this assignment I imagined a situation where I was not able to achieve that. It would affect how I graded the essay, however, as I would be more lenient on the writing, than if it were a second or third draft. One peer also wondered if the students should fill their organizers out in groups or not. I am torn on this and imagine experimenting both ways once in the classroom. I currently lean toward having students work on their individual essays/graphic organizers in a group configuration so that they can help each other and talk to each other about their projects as they work, but to keep their graphic organizer as an individual assignment.

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After learning more about lexile level, my group members and I agreed that I had probably selected a more advanced text than appropriate for my prospective learners. If I were to teach this lesson, as one of my group members suggested, it might be beneficial for students to work in pairs and write their response collaboratively.

In addition to sentence frames, it would also likely be helpful to provide a template for structuring and organizing their responses. Of course, providing students with an example or two of possible responses would also be a helpful support.

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Parts 1, 2, and 3 are included.
Part 4 Reflection is up.

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Create a new document and edit with others at the same time -- from your computer, phone or tablet. Get stuff done with or without an internet connection. Use Docs to edit Word files. Free from Google.

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https://docs.google.com/document/d/1YifEmJedYt-TkFcrjllmvO1RWr3gaCEZFOu7-8sRG1s/edit?usp=sharing

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Create a new document and edit with others at the same time -- from your computer, phone or tablet. Get stuff done with or without an internet connection. Use Docs to edit Word files. Free from Google.

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Feedback and Reflection are included, as of 11:17pm, 7/18

https://docs.google.com/document/d/1pt4DyhMdcEPbTW3XvSOPrdpMKVbGzq3DdEcfC3kheto/edit?usp=sharing

# data[].attributes.attachment_link.description
Create a new document and edit with others at the same time -- from your computer, phone or tablet. Get stuff done with or without an internet connection. Use Docs to edit Word files. Free from Google.

# data[].attributes.attachment_link.description
Create a new document and edit with others at the same time -- from your computer, phone or tablet. Get stuff done with or without an internet connection. Use Docs to edit Word files. Free from Google.

# data[].attributes.attachment_link.description
Create a new document and edit with others at the same time -- from your computer, phone or tablet. Get stuff done with or without an internet connection. Use Docs to edit Word files. Free from Google.

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https://docs.google.com/document/d/1ZJzGn04LC5-ByhBRrmtmVWGxP__Zs44ysEmh-5rUD8Q/edit?usp=sharing

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I received some valuable feedback from our small group share out of our Literacy Strategy Analysis. First of all, one of my group members suggested that I have the students number the lines or paragraphs of the text before reading (in some cases, it may be better for the teacher to include the numbering in order to save class time), which would help students to demonstrate how they are using textual evidence to support their answers.

Another suggestion was that the students answer the questions orally instead of in writing. I had not specified this in my lesson guide and I agree that answering the questions orally would be most beneficial for building up to a later writing activity. So, I decided to change my lesson from a whole class activity to a partner and small group activity to increase student to student interaction. As we have been learning about in the textbook, small groups have many advantages, including increasing the amount of student talk time. Additionally, small group work allows students time to prepare and refine their answers before sharing out to the whole class.

Finally, my group members supported my suggestion of having students create questions for each other rather than the teacher coming up with all of the questions which will contribute to the development of critical thinking skills.

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https://docs.google.com/presentation/d/1XMDVGvV83YCe_QA0vDuzPd3BwnSJxuYeBF5U7ewi-bQ/edit?usp=sharing

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Reading Strategy Analysis Part 1 and Part 2 

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Reading Strategy Analysis Part 1 and Part 2 

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https://docs.google.com/document/d/1EvTgzsNwIDxCCdIaUpeG-tm4RJ9oSPn2lsrqyEOSuCs/edit?usp=sharing

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Feedback and Reflection are included, as of 11:55pm, 7/11

https://drive.google.com/file/d/15jFmb-5VnCKJ6Zb-ec-YE8mWp_yKdkYU/view?usp=sharing

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https://docs.google.com/document/d/17t853lwnsk72h5scPRSw15yJ4zsIyb0Vo8XVFATMJHA/edit?usp=sharing

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Reflection has been added as a separate section on page 4

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Create a new document and edit with others at the same time -- from your computer, phone or tablet. Get stuff done with or without an internet connection. Use Docs to edit Word files. Free from Google.

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Parts 1, 2, and 3 are included. Reflection is on page 4.

# data[].attributes.attachment_link.description
Create a new document and edit with others at the same time -- from your computer, phone or tablet. Get stuff done with or without an internet connection. Use Docs to edit Word files. Free from Google.

# data[].attributes.body
https://docs.google.com/presentation/d/1MIrEvqCk1WY4PaULolA1HFR25rkkMqEWW-mvF4NFfts/edit?usp=sharing

# data[].attributes.attachment_link.description
Create a new document and edit with others at the same time -- from your computer, phone or tablet. Get stuff done with or without an internet connection. Use Docs to edit Word files. Free from Google.

# data[].attributes.attachment_link.description
Create a new document and edit with others at the same time -- from your computer, phone or tablet. Get stuff done with or without an internet connection. Use Docs to edit Word files. Free from Google.