# data[].attributes.body
Direct Instruction can be utilized to ensure that students can write texts that have a beginning, middle, and end. Direct Instruction includes explicit instruction from the teacher, frequent opportunities for guided practice, and opportunities for independent practice (The University of Kansas, n.d.). The teacher should explicity explain the concept of a text containing a beginning, middle, and end. For guided practice, the teacher should guide the students as they write a story as a class. Ultimately, the students will move on to writing texts independently. The students' texts should contain a beginning, middle, and end. Direct instruction is appropriate for the content and learners, because the teacher takes responsiblity for student learning, clear communication is a critical aspect, easy skills are taught first, and students are guided by teachers to master content (The University of Kansas, n.d.).

The University of Kansas. (n.d.). Direct instruction. Retrieved from http://www.specialconnections.ku.edu/?q=instruction/direct_instruction

# data[].attributes.body
Teachers can use collaboration to aid students in learning about the writing process. Students can be placed in pairs or small groups to discuss the steps of the writing process. This strategy is beneficial, because researchers have found that students can teach one another by addressing misunderstandings and clarifying misconceptions. Other benefits include deeper learning, increase in responsibility, exposure to other perspectives, and development of communication skills. The teacher should guide learning during collaboration by walking around to address any questions or issues students may have (Center for Teaching Innovation, 2019).

Center for Teaching Innovation. (2019). Collaborative Learning. Retrieved from https://teaching.cornell.edu/teaching-resources/engaging-students/collaborative-learning

# data[].attributes.body
Scaffolding can be applied to teaching the writing process. This is an effective strategy, because it allows the teacher to provide support while encouraging students to complete more complex tasks related to writing. Scaffolding while teaching the writing process involves starting with less complex writing tasks, giving feedback about writing skills, providing students with models of writing and graphic organizers, teaching mini lessons, and communication about how to overcome challenges related to the writing process (Canisius, 2015).

Canisius. (2015). Scaffolding students' writing. Retrieved from http://www3.canisius.edu/~justice/CSTmodule-final/CSTmodule-final18.html

# data[].attributes.body
A mnemonic is a rhyme or acronym that helps students remember concepts. For the desired results in this lesson, a mnemonic can be created to help students remember the order of the writing process. This learning experience is appropriate and beneficial, because it allows students to associate personally relevant information to the content being taught. Researchers indicate that this helps students to remember the information better (Raudys, 2018).

Raudys, J. (2018). 7 experiential learning activities. Retrieved from https://www.prodigygame.com/blog/experiential-learning-activities/

# data[].attributes.body
Students can be placed in groups to brainstorm ideas and topics related to writing and story sequencing. This learning experience also helps students to learn how to work together (Knapen, 2018). Second graders can effectively work together to brainstorm if the teacher ensures the prompt is clear and simple. Also, it is beneficial for at least one group member to write down all the ideas expressed during brainstorming. Finally, the teacher can guide the class in eliminating irrelevant ideas (Bluedorn & Bluedorn, 2014).

Bluedorn, H., & Bluedorn, N. (2014). Critical thinking toolbox: How to brainstorm. Retrieved from https://www.edutopia.org/blog/critical-thinking-toolbox-brainstorm-hans-nathaniel-bluedorn

Knapen, J. (2018). 20 interactive teaching activities for in the interactive classroom. Retrieved from https://www.bookwidgets.com/blog/2018/06/20-interactive-teaching-activities-for-in-the-interactive-classroom

# data[].attributes.body
Exit slips are used at the end of the lesson. Typically, students are asked to write for about one minute in response to a given question or prompt (Knapen, 2018). For this lesson, students may be asked to describe one step of the writing process, such as editing, or they may be asked to list the steps in order. Exit slips allow students to reflect on what they learned and informally show how well they understand the topic (Adolescent Literacy, 2019).

Adolescent Literacy. (2019). Exit slips. Retrieved from http://www.adlit.org/strategies/19805/

Knapen, J. (2018). 20 interactive teaching activities for in the interactive classroom. Retrieved from https://www.bookwidgets.com/blog/2018/06/20-interactive-teaching-activities-for-in-the-interactive-classroom

# data[].attributes.body
Guided writing is a group lesson that teaches students the skills needed for successful writing. This learning experience is helpful for younger students to learn to bridge the gap between the teacher's modeling of writing and writing independently. Guided writing provides students with the opportunity to write successfully and independently with the guided support of their teacher. This learning experience can be taught to the entire class, or students can be placed into small groups based on their learning needs related to writing (Gibson, 2019). Guided writing would be particulary helpful in learning how to write texts that contain a beginning, middle, and end. The teacher can guide students as they write stories of their own to ensure they sequence their story correctly.

Gibson, S. A. (2019). Guided writing. Retrieved from http://www.readwritethink.org/professional-development/strategy-guides/guided-writing-30685.html

# data[].attributes.body
Crossword puzzles are a fun way in which students can learn. According to Davis, Shepherd, and Zwiefelhofer (2009),  crossword puzzles are effective at teaching terminology, definitions, and pairing concepts with related names resulting in memorization and retention of concepts. Crossword puzzles can be used to help students learn the definitions of each step of the writing process. For example, the definition of revise will be given, and students must fill in the word revise on the crossword puzzle.

Davis, T. M., Shepherd, B., & Zwiefelhofer, T. (2009). Reviewing for exams: Do crossword puzzles help in the success of student learning? The Journal of Effective Teaching, 9(3), 4-10. Retrieved from https://uncw.edu/jet/articles/vol9_3/davis.pdf

# data[].attributes.headline
Learning Experience/Formative Assessment: The Story of Me Autobiography

# data[].attributes.subject
Learning Experience/Formative Assessment: The Story of Me Autobiography

# data[].attributes.body
This learning experience gives students the oppurtunity to write a first-person story about themselves. Students can include information about their family, pets, home, and any other relevant information they choose to include (The Room 241 Team, 2013). This is an effective way for students to practice story sequencing and the writing process. Prior to writing, teachers should have student brainstorm and draft ideas. While writing, students should esnure their autobiography contains a beginning, middle, and end. Upon completion of the activity, students should revise and edit their autobiographies.It is the teacher's role to formatively assess the students as they write their autobiographies and after they have completed their assignment.

The Room 241 Team. (2013). 5 innovative ways to teach second grade writing [Blog post]. Retrieved from https://education.cu-portland.edu/blog/classroom-resources/5-innovative-ways-to-teach-second-grade-writing/