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Lesson focuses on the 4 types of sentences using specific content area text. Students are learning a particular skill AND deepening their understanding of the text. There are numerous opportunities to practice the content.

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Lesson focuses on the 4 types of sentences using specific content area text. Students are learning a particular skill AND deepening their understanding of the text. There are numerous opportunities to practice the content.

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Provides multiple opportunities for students to practice the specific skills covered during the lesson.

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Provides multiple opportunities for students to practice the specific skills covered during the lesson.

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This absolutely can be done in the classroom.  These lessons are not using a separate curriculum or program.  The writing lessons are intertwined with the Lessons that the ELA Department has created.

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The lesson allows for modeling and guidance from the teacher and the students are able to apply their knowledge as an extension of learning. I love to see how it incorporates and uses a sample of a student's writing as a clear expectation of what is being asked for. Guided Practice is incorporated so that the teacher can use a variety of strategies to get students involved in revising their work, amongst peers. The exit ticket at the end of the lesson will provide the teacher with the data needed to distinguish the areas of need and to build groups according to student proficiency.

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The students are learning about sentences and fragments within the context of the story, Sulwe. The teacher models and engages students in guided and independent practice. The students engage in many different activities to practice what they've learned. This work helps students to understand how to construct sentences and it also deepens their understanding of the story and the story vocabulary.
This will be so effective. Students are building reading comprehension, learning how language works, and engaging in deliberate writing practice.

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Teaching Students how to write questions

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Teaching Students how to write questions

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Model how to pose questions (who, what, where, when, why) and use visuals (pictures, perhaps content related) to get students comfortable with creating questions.

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Types of sentences and the importance of teaching questioning

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Types of sentences and the importance of teaching questioning

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Encouraging students to deepen their level of comprehension by promoting opportunities for them to ask higher order thinking questions. By using picture prompts or asking students to respond to a statement or passage; the ability to ask questions can assist them with the construction of their own thoughts.

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There are three levels of questions-robot, detective and judge.  Our goal should be for students to write "judge" questions. This is similar to Bloom's Taxonomy Level -Remember, Analysis, Evaluation.

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Planning is always key. Teachers must internalize what they are teaching before sharing with students. By planning effectively teachers will be able to model effectively.

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Teacher modeling is an integral part of the writing development.

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Using Coordinating and Subordinating Conjunctions  

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Using Coordinating and Subordinating Conjunctions  

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Allows students to use new vocabulary words in a more meaningful way that deepens their understanding of a word. It goes way beyond a basic simple sentence. It builds on retention and understanding.

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Elaboration aligns with deeper comprehension and use of academic vocabulary and higher level thinking using embedded vocabulary within a text.

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Elaboration aligns with deeper comprehension and use of academic vocabulary and higher level thinking using embedded vocabulary within a text.

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When you use coordinating and subordinating conjunctions you definitely can check for understanding because you're asking them to elaborate on a single thought or answer a because which requires more details.

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The writing lessons are directly connected to the reading lesson so the teacher can check comprehension plus develop writing skills.

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The lesson explicitly teachers one of the Sentence Goals about determining a sentence from a fragment, which is sentence goal #8.  It uses the text the students were reading to teach and practice the skill.  It has the student first identifying the fragment versus the sentence.  Then it has the student correcting a fragment and turning it into the a sentence, which is sentence goal #9.