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Planning Process for a Knowledge-Building Read Aloud

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Planning Process for a Knowledge-Building Read Aloud

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DIS KG-G5 - Literacy & Content Connections - Coaching Session 4 - 2023-2024 (1)

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Possible flow for repeated shared reading

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Possible flow for repeated shared reading

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A possible flow for repeated shared reading

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The Active View of Reading and Bridging Processes

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The Active View of Reading and Bridging Processes

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Example- Multisyllabic Decoding & Morphology Shared Reading Planner

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Example- Multisyllabic Decoding & Morphology Shared Reading Planner

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Teen Sleep Planner for Syllables & Morphology- Shared Reading- Grade level text

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Example- Read Aloud Comprehension Planner (notice vocabulary selection)

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Read Aloud Comprehension Planning for Caves

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NEWLY ADDED! Resource for sentence level work

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Shared Reading Small Group Planning Template

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Shared Text Planner for Read Aloud or Shared Reading

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Shared Text Planner for Read Aloud or Shared Reading

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Reading Comprehension Planner (with example)

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The internet revolution has made many people rich, and the lure of outrageous fortune has tempted many to exaggerate what computers can do. During the dot-com bubble, many companies discovered they could double the price of their stock simply by adding .com, .net, or internet to their names. Now, we face an comparable AI bubble - in which many companies woo customers and investors by claiming to have a business model based on artificial intelligence.

While GPT-3 can string words together in convincing ways, it has no idea what the words mean.

If computers can defeat the most talented human players of chess, Go, and Jeopardy, they surely can outperform humans in any task - or so the thinking goes. That brings us to the recent hullabaloo about an AI program that can pen such compelling writing that it seems to be naturally intelligent. It's called OpenAI's GPT-3 large language model (LLM), and though the name is obscure to a layperson - GPT-3 is short for Generative Pre-trained Transformer 3, which doesn't explain much more - what it does is relatively simple: GPT-3 can engage in remarkably articulate conversations and write compelling essays, stories, and even research papers. Many people-even some computer scientists-are convinced that GPT-3 demonstrates that computers now are (or soon will be) smarter than humans. As a finance professor and statistician who has written several books on AI and data science, I find this belief fanciful.

Alas, it is an illusion-a powerful illusion, but still an illusion reminiscent of the Eliza computer program that Joseph Weizenbaum created in the 1960s. Eliza was programmed to behave like a caricature of a psychiatrist. When a "patient" entered an input, Eliza would repeat the words and/or ask a followup question ("You were unhappy as a child? Tell me more about that.").

Even though users knew they were interacting with a computer program, many were convinced that the program had human-like intelligence and emotions and were happy to share their deepest feelings and most closely held secrets. Scientists now call this the Eliza effect. We are vulnerable to this illusion because of our inclination to anthropomorphize-to attribute human-like qualities to non-human, even inanimate objects like computers.

If you play around with GPT-3 (and I encourage you to do so) your initial response is likely to be astonishment-a full-blown Eliza effect. You seem to be having a real conversation with a very intelligent person. However, probing deeper, you will soon discover that while GPT-3 can string words together in convincing ways, it has no idea what the words mean. Predicting that the word down is likely to follow the word fell does not require any understanding of what either word means - only a statistical calculation that these words often go together.

Consequently, GPT-3 is prone to making authoritative statements that are utterly and completely false. Consider this exchange:

Human: I have 47 pennies. I throw away 44 of these pennies and divide the remaining pennies into three groups. How many pennies are in each group?

AI: There would be 3 pennies in each group.

Human: Are you sure?

AI: Yes, I am sure. The result of 44 divided by 3 is 14.4, so the remainder after accounting for 44 pennies would be 3. Therefore, each group of pennies will have 3 pennies.

GPT-3's answer and explanation are given confidently but are entirely incorrect. The answer is not determined by dividing 44 by 3. The result of 44 divided by 3 is not 14.4. The last sentence does not follow from any of the previous sentences and the correct answer is not 3.

Large Language Models (LLMs) like GPT-3 do not use calculators, attempt any kind of logical reasoning, or try to distinguish between fact and falsehood. They are trained to identify likely sequences of words-nothing more. It is mind-boggling that statistical text prediction models can generate coherent and convincing text. However, not knowing what words mean, LLMs have no way of assessing whether its utterances are true or false. GPT-3 asserts its BS so confidently that its behavior is not described as lying but rather hallucinating (yet another example of anthropomorphizing).

Humans interact with and learn from the real world in ways that we are only beginning to understand. LLMs and other AI algorithms live in math world, doing amazing tasks that do not require an understanding of the real world and are consequently utterly incapable of determining whether the statistical patterns they discover are meaningful or coincidental. Consider these (admittedly cherry-picked) exchanges with GPT-3:

Human: I am going to ask you whether a particular statistical correlation-like the correlation between hand size and glove size-is most likely meaningful or a coincidental. I want you to answer with just one word-either "meaningful" or a "coincidental." Do you understand?

AI: Yes, I understand.

Human: The amount forks are watered and how fast they grow

AI: Meaningful.

Human: The scores of 30 school children on a math test and the scores in 30 soccer matches.

AI: Meaningful.

Human: The number of U.S. Senators each year and voter turnout in California

AI: Meaningful.

Human: The temperature in New York the past 10 days and the temperature today in 10 U.S. cities

AI: Meaningful.

In response to an avalanche of hallucination examples posted on the internet, Sam Altman, co-founder and CEO of OpenAI, tweeted this:

ChatGPT is incredibly limited, but good enough at some things to create a misleading impression of greatness. it's a mistake to be relying on it for anything important right now. it's a preview of progress; we have lots of work to do on robustness and truthfulness.

Scaling up LLMs by training on larger and larger databases may make the BS more convincing. But it will still be BS as long as the programs do not understand what words mean, and, consequently cannot use common sense, wisdom, or logical reasoning to distinguish truth from falsehood.

AI algorithms have an unrivaled ability to spot statistical patterns but have no way of distinguishing meaningful patterns from meaningless coincidences.

We might be amused by LLMs the same way we are entertained by a well-performed magic act. We know that it is not really magic but nonetheless enjoy being deceived. Unfortunately, LLM deceptions can have unwelcome consequences. One is that they may convince many people that computers are smarter than us and can be trusted to make important decisions in a wide range of areas including hiring selections, loan approvals, investment decisions, healthcare advice, criminal sentencing, and military operations.

An all-too-common example is the MIND stock fund, launched in 2017 with the boast that

The machine learning process underpinning MIND's investment strategy is known as Deep Neural Network Learning -which is a construct of artificial neural networks that enable the A.I. system to recognize patterns and make its own decisions, much like how the human brain works, but at hyper-fast speeds.

From its 2017 launch until the spring of 2022, MIND investors had a negative 10 percent return while those who invested in an S&P 500 index fund had a +63 percent return. The fund was shut down this past May.

AI algorithms have an unrivaled ability to spot statistical patterns but have no way of distinguishing meaningful patterns from meaningless coincidences. As the data deluge continues, the probability that a computer-discovered pattern is meaningful approaches zero.
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A second danger is that LLMs will inevitably escalate disinformation campaigns. Optimists used to believe that good information would win out over bad information in the court of public opinion. It now appears that the opposite is the case; indeed, the Oxford English Dictionary chose " post-truth" as the international word of the year in 2016.

As LLM-generated disinformation comes to dominate the internet, the text that future LLMs train on will become flooded by disinformation, increasing the likelihood that the text LLMs generate is untrue. On the other hand, when the internet becomes dominated by disinformation, perhaps people will finally stop believing everything they see on the internet. What a delicious irony that would be.

The word "AI" was selected by the Association of National Advertisers as the Marketing Word of the Year in 2017; and indeed, too often it seems that AI has become just a marketing ploy. One way to push back against the misimpression that computers are intelligent in any meaningful sense is to stop calling it artificial intelligence and, instead, use a more accurate label, such as faux intelligence or pseudo-intelligence.

Read more

about artificial intelligence

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An AI that can "write" is feeding delusions about how smart artificial intelligence really is

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The internet revolution has made many people rich, and the lure of outrageous fortune has tempted many to exaggerate what computers can do. During the dot-com bubble, many companies discovered they could double the price of their stock simply by adding .com, .net, or internet to their names.

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Reading and Writing Partnerships- slides

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A Teachers Guide to Reading Conferences (J. Serravallo)

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Watch a Small Group Conversation to See Students Tracing a Theme Across and Within Bud, Not Buddy and Tiger Rising (3-5)

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Lucy Calkins and Colleagues at the Teachers College Reading and Writing Project present Watch a Small Group Conversation to See Students Tracing a Theme Across and Within Bud, Not Buddy and Tiger Rising (3-5)

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Readers Reread and Annotate to Prepare for Small Group Work (3-5)

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Lucy Calkins and Colleagues at the Teachers College Reading and Writing Project present Readers Reread and Annotate to Prepare for Small Group Work (3-5)

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kalley@erinkentconsulting.com
@kalleyhoke (Twitter)

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Peer Conferring: Students Teach Each Other to Revise in Order to Orient their Readers (3-5)

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Log into Facebook to start sharing and connecting with your friends, family, and people you know.

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Literacy Consultants & Consulting Services | Erin Kent Consulting

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EKC provides literacy consultants, consulting services, and literacy professional learning for schools.

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Please add any helpful tools or resources you encounter.

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DIS Draft Essential Practices and Beliefs

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DIS Draft Essential Practices and Beliefs

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Tuning In to Coaching Support Sessions (DIS) - Google Jamboard

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Tuning In to Coaching Support Sessions (DIS)

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Teaching Tools for Differentiation, Rigor, and Independence

What's DIY Literacy? It's making your own visual teaching tools instead of buying them. It's using your teaching smarts to get the most from those tools. And it's helping kids think strategically so they can be DIY learners.

Special Offer: Save 30% off our list price automatically when you buy 15 or more.

"We have never seen teachers work harder than we do now. These tools inspire kids to work as hard as we are."
-Kate Roberts and Maggie Beattie Roberts

What's DIY Literacy? It's making your own visual teaching tools instead of buying them. It's using your teaching smarts to get the most from those tools. And it's helping kids think strategically so they can be DIY learners.

"Teaching tools create an impact on students' learning," write Kate Roberts and Maggie Beattie Roberts. "They help students hold onto our teaching and become changed by the work in the classroom." Of course, you and your students need the right tools for the job, so first Kate and Maggie share four simple, visual tools that you can make. Then they show how to maximize your instructional know-how with suggestions for using the tools to:

make your reading and writing strategies stick

motivate students to reach for their next learning goal

differentiate instruction simply and quickly.

Kate and Maggie are like a friendly, handy neighbor. They offer experience-honed advice for using the four tools for assessment, small-group instruction, conferring, setting learning goals, and, most important, helping students learn to apply strategies and make progress without prompting from you. In other words, to do it themselves.

"It is our greatest hope," write Kate and Maggie, "that the tools we offer here will help your students to work hard, to hold onto what they know, and to see themselves in the curriculum you teach." Try DIY Literacy and help your readers and writers take learning into their own hands.

(click any section below to continue reading)

In Depth

As literacy consultants, we have never seen teachers work harder than we do now. And we have watched teaching tools help them feel as though all of their hard work is worth it. In part, the tools help get traction going with teaching and learning. In larger part, the tools inspire kids to work as hard as we are. These tangible, colorful, personalized offerings of our teaching are individual gifts to students. They communicate the message of I see you. I see your next steps. Let me help you. Here is this. These teaching tools invite kids in on the work of the class in a way that is tailored to them, allowing students to take control of their learning and do it themselves.

When we take on DIY projects, from remodeling a bathroom to making a new teaching chart, we know that part of the joy in this project is going to come from our own efforts. And while many times the hallmark of a DIY project is it's imperfections, these flaws often become marks of character, points of pride, and evidence of learning.

One key to experiencing joy is working hard and seeing that hard work pay off. When mathematicians solve a problem they've been grappling with for months, when a musician perfects a performance of a complicated piece, when a learner masters a difficult concept, joy arrives.

It is our greatest hope that the tools we offer here will help your students to work hard, to hold onto what they know, and to see themselves in the curriculum you teach.

Onward to joy!

- From Chapter 1

Companion Resources

Reviews

"After reading DIY Literacy, I felt like I had been given a superhero cape. I felt armed and ready to teach writing. I knew I could use my newly created demonstration notebook or a micro-progression or a chart to help me teach my students. Really, I felt empowered."
- Dana Murphy, at Two Writing Teachers
Read the entire review
" DIY Literacy is not only a "how-to" book on designing visual tools but a source of advice on implementation in the classroom. Students' learning is changed by concrete ideas that push them forward into independent problem solving."
-Sandy Wisneski, at MiddleWeb
Read the entire review

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DIY Literacy by Kate Roberts & Maggie Beattie Roberts.

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Make visual teaching tools instead of buying them. Use your teaching smarts to get the most from those tools. And help kids think strategically so they can be DIY learners. Get the traction going with teaching and learning to inspire kids to work as hard as we do.

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The Literacy Teacher’s Playbook, Grades 3-6

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Four Steps for Turning Assessment Data into Goal-Directed Instruction

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1. Getting Your Classroom Conferring-Ready
What Is Conferring? Why Confer?
But . . . What Is the Rest of the Class Doing?
Spotlight on Emergent Bilinguals: Tips for Book Selections
Preparing an Environment for Conferring
What Are the Types of Conferences I'll Read About in This Book?
Mentor Spotlight: Richard Allington

2. Understanding What Readers Know and Need
Aligning Goals, Skills, Assessments, and Questions
Spotlight on Emergent Bilinguals: Assessment
How Do I Confer with a Reader When I Don't Know the Book?
Assessment Conferences: Structure and Timing
Watch and Read: An Assessment Conference Example
Finding a Goal
Take It to Your Classroom
Mentor Spotlight: Marie Clay

3. Setting Goals
Deciding on a Goal Together
Spotlight on Emergent Bilinguals: Goal Setting
Preparing for a Goal-Setting Conference
Goal-Setting Conferences: Structure and Timing
Watch and Read: A Goal-Setting Conference Example
Making Goals Visible
A Close-Up Look at Guided Inquiry
Take It to Your Classroom
Mentor Spotlight: John Hattie

4. Noticing and Naming Strengths
The Anatomy of an Effective Compliment
Spotlight on Emergent Bilinguals: Supporting Growing Language Skills
Compliment Conferences: Structure and Timing
Watch and Read: A Compliment Conference Example
Take It to Your Classroom
Mentor Spotlight: Peter Johnston

5. Teaching Strategies to Individuals and Groups
Building on Strengths
Spotlight on Emergent Bilinguals: Building on Strengths
Providing Feedback and Coaching Readers
Research-Compliment-Teach Conferences: Structure and Timing
Watch and Read: A Research-Compliment-Teach Conference Example
Coaching Conferences: Structure and Timing
Watch and Read: A Coaching Conference Example
Strategy Lessons: Structure and Timing
Watch and Read: Strategy Lesson Examples
Take It to Your Classroom
Mentor Spotlight: Lucy Calkins

6. Supporting Conversation and Collaboration
Partnerships and Clubs in the Classroom
Spotlight on Emergent Bilinguals: Leveraging Talk Time
Partnership Conferences with Young Readers: Structure and Timing
Watch and Read: A Partnership Conference Example
Teaching Talk (Speaking and Listening)
Partnerships and Book Club Conferences for Conversation: Structure and Timing
Watch and Read: A Book Club Conference Example
Take It to Your Classroom
Mentor Spotlight: Ellin Keene

7. Planning and Managing Conferring Time
Planning Your Conferring Time
Which Conference Type Do I Choose?
Balancing Individual Goals and Class Goals
Note-Taking
Take It to Your Classroom

Online Resources: Videos
Grade 1: Ian (Assessment Conference)
Grade 5: Gavin (Goal-Setting Conference)
Grade 8: Justin (Compliment Conference)
Grade 2: Lucas (Research-Compliment-Teach Conference)
Grade K: Ana (Coaching Conference)
Grade K: Group of students (Strategy Lesson)
Grade 8: Group of students (Strategy Lesson)
Grade K: Gabbie and Ashley (Partnership/Book Club Conference)

In this book, you'll read about the different types of student conferences. The book is organized in the order you're most likely to use the conference types as you get started. Assessment conferences will help you get to know your readers, and then once you do, meeting with them in Goal-Setting Conferences helps you establish goals. As soon as everyone has goals, you can offer positive feedback (Compliment Conferences) and support those goals with strategies (Coaching and Research-Compliment- Teach Conferences). Once you start noticing patterns in what your students need, it makes sense to work efficiently and pull small-group Strategy Lessons (Teaching In a Group). Once that feels solid, you might shift your attention to conferring during the conversation and collaboration time (Partnership and Club Conferences). In the final chapter, Jen offers advice for how to use each type of conference with purpose and at a time that will be most helpful to you.

"I love that this book includes blank resources, like notetaking charts, that teachers can use. The combination of transcripts, charts, table tents, and annotated examples makes me feel like I have what I need to be successful in this work."-Lori Yoshizaki, 4th Grade Teacher
"The videos are SO valuable.Not only the video examples of conferences but the talking points in the book to highlight Jen's moves. It's so helpful to have her notes from each conference as well."-Jennifer Conley, Instructional Coach
"I believe that the reason why teachers don't confer during reading workshop is because they don't know how to manage all the pieces. Jen gives clear directions on how to set things up from start to finish, and information on how to manage everything."-Lisa Aker, Assistant Professor in Literacy

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A Teacher's Guide to Reading Conferences

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"If you are a reading teacher, a curriculum coach, or a school leader, order a copy of A Teacher's Guide to Reading Conferences right now. It is a must-have

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Daegu 3-5- How's it going? - Google Jamboard

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The version of the browser you are using is no longer supported. Please upgrade to a supported browser. Dismiss

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DIS 3-5 Coaching Support Sessions Parking Lot - Google Jamboard

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Design principles that support translanguaging

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Strategies and lessons for teaching writing in Kindergarten through elementary to seventh grade with differentiation and inquiry. Complete guide with ideas for small group guided, shared, and interactive writing. Improve engagement and independence though social support and teacher feedback.

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Your Research-based Guide to Developing Skilled Readers. 300+ strategies with learning progressions support 13 reading goals, with each strategy cross-linked to skills, teacher tips, prompts, research, and reading levels-everything from fluency to literary analysis.

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Introduction
A Very Brief Introduction to Principles, Research, and Theory, and How to Use This Book
The idea for a book of writing strategies exists many times over. This one is possible only because of the great books that have come before it. There are books suggesting writing strategies meant for professional writers and college students, such as those by Noah Lukeman, Roy Peter Clark, and Janet Burroway, among others. There are countless examples of excellent compilations of writing strategies in books written for teachers of writing, such as Fletcher and Portalupi's Craft Lessons Series, Barry Lane's After "The End" (1993), Carl Anderson's Strategic Writing Conferences series (2008-2009), Donald Graves' many books, Katie Wood Ray's Wondrous Words (1999) and other titles, Katherine Bomer's books, Georgia Heard's books, Nancie Atwell's In the Middle (2014) and other resources, Lucy Calkins' Units of Study series, and many more. My aim in this book is to offer my favorite, most useful collection of strategies that span all aspects of the writing process, all genres and modes of writing, and that will work well with students in grades K-8. I want to offer you a little bit of everything. I streamlined the language and examples, and I present the strategies in a format that is organized so that the busy teacher can find just the right strategy at just the right moment. Of course, you'll elaborate on the streamlined language and make it your own.

But wait-before you dive in, I'm so glad you're taking the time to spend a few moments with this "Getting Started" introduction. In this introduction, you'll gain a helpful overview of the thinking that undergirds this book's ideas as well as an overview of its organization. You'll learn about strategies and all the aspects that I chose to include to elaborate on them-mentor texts, prompts, lesson language, teaching tips, and more. You'll learn how to navigate the pages of the book so you can find what you're looking for quickly and easily, for this is not a read-every-single-page kind of book (unless you want it to be). You'll get a quick crash course on some important terminology and concepts that will help you use this book to its fullest- thoughts about writing as a process, and modes and genres of writing, for example. And finally, you'll learn how to adapt what's in the book to fit your students' writing time in the classroom, no matter what form that time takes.
Click here to download more of the introduction of this book.
Goal 1: Composing with Pictures

Strategy Go back to your picture(s). Point to the part or picture that teaches something important about your topic. Touch or turn to the next part. Tell what new fact about your topic this part of the picture or this page teaches.

Lesson Language If I wrote or drew to teach, then when I read my writing back I'm going to make it sound like a teaching book. I'm going to tell my reader the facts I wrote about. Let me show you. I drew a picture of a big T. rex. I know a lot about them so I added a lot of details in my picture. I'm going to touch one part and teach what that part says. "The T. rex had very large jaws with big sharp teeth." Now I'm going to touch a new part and teach what that part says. "The T. rex had very short arms. It would only run using its hind legs."

Goal 2: Engagement - Independence, Increasing Volume, and Developing a Writing Identity

Strategy First, identify the problem you're having. Then, check the spot in the room, a resource, or a friend that might help you solve the problem. Try a solution. If it doesn't work, try something else.

Teaching Tip This strategy, like "Use the Room" that appears earlier in this chapter, assumes that there are things in the room that can be helpful, and that you've taught children how to use them. For example, in a primary classroom a word wall may help a writer to spell high-frequency words. If you've introduced and used mentor texts, then having these available for children to reference on their own could help them. Sometimes the problem might be that they need to work in a new spot in the room because of the amount of distractions at their current spot. Brainstorm possible problems with your students, and come up with a list of resources and solutions. Or, this strategy can be like a culmination of past teaching from this and other chapters.

Goal 3: Generating and Collecting Ideas

Strategy Decide on a new place to visit. Go there with no more than a notebook and a set of listening ears and observing eyes. Let yourself pick up on conversation and details of the person. Jot down what you observe, and also what you imagine, about the people you see.

Teaching Tip This strategy will take you outside of the classroom, so it would work well as a whole-class lesson followed by a field trip, or as a suggestion to a student, group, or class for independent writing outside of the school day.

Goal 4: Focus/Meaning

Strategy Think about a memory and all the events that are part of that memory. Think about what's important about that memory, or the big idea the memory leaves you with. Identify the one part of the memory that feels the most important. Write some ideas about what's important about it, and why it's important. Try to write just that one smaller part of the larger moment. Tell it bit by bit.

Teaching Tip The amount a writer will be able to reflect on the overall significance of a small moment will depend on her maturity level and experience with writing. For younger children, you may want to suggest choosing a small moment that will make a good story, rather than one imbued with a deep or heavy significance, or simply encourage them to narrow down the window of time

Goal 5: Organization and Structure

Strategy Before beginning to draft, visualize the shape of what you're going to make. Create some sort of quick visual, in pictures or in words, to represent the overarching structure. As you write, check back to see where you are in your plan.

Teaching Tip This is going to be most helpful after students have learned a variety of ways to structure their pieces and have been introduced to a variety of graphic organizers that would help them to organize, or shape, the information into a structure.

Goal 6: Elaboration

Strategy Think about the subtopics for which you'll want to collect information. Write each of your subtopics as a heading on a notebook or booklet page. As you find new information for your topic, think, "What page in my notebook should this go on? Which subtopic does it provide details for?"

Lesson Language I just found this interesting fact: Ballerinas really wear out their shoes. Many go through as many as 2-3 pairs per week! I'm going to look across the pages of my booklet to see where this would best fit. Would it belong in the section called "Types of Ballet Positions?" No, that's not about the positions. Would it go in the section called "Famous Ballets?" No. "What Ballerinas Wear?" Well, I do talk about pointe shoes in this section, so it might be cool to add this fact about how many pairs of pointe shoes the average ballerina needs. I'll keep the fact here.

Goal 7: Word Choice

Strategy Find all the action verbs in your piece. Focus on any that you think aren't as clear, precise, or exact as they could be. List several options for what might replace that word (use a thesaurus if you need it!). Choose the word that best matches your meaning.

Teaching Tip For this strategy to work, children will need to understand what an action verb is, so identification of verbs is a first step in this strategy. Many teachers weave in some instruction during other balanced literacy components such as word study, read-aloud, and/or shared reading. You could also plan to teach direct minilessons to the class or small groups for those who do not understand parts of speech.

Goal 8: Conventions - Spelling and Letter Formation

Strategy When trying to spell a word, try to visualize where you've seen it written and how you've seen it written before. It may help to close your eyes. Then, in a margin or on a piece of scrap paper, write how you think it's spelled. Try it a second or maybe even third way. Look back at what you've written and ask yourself, "Which of these tries looks right to me?"

Prompts

Check off the parts that look right to you.

Write the word as you think you've seen it before.

Which parts look right? Which part looks off?

Do you think there are some letters missing?

What part of that word is tricky for you?

The part you're trying to spell is also in the word _______. Does that help?

Goal 9: Conventions - Grammar and Punctuation

Strategy Find two sentences that talk about the same topic. Think about the relationship between those sentences. Choose a connector word and try combining the sentences into one. Reread and decide if you like the combined way or original way better.

Lesson Language Here's one spot in my draft where I have two sentences that I
think go well together. I wrote: "A dog is something that can keep you company. A dog
can cheer you up." What's the relationship between those two sentences? They both have
to do with something that is positive about owning a dog, so I think they are related. I'm
adding more information on. I'll try using and to combine those sentences: "A dog can
keep you company and cheer you up." Here's another spot: "I would love to have a dog.
My mom won't let me have a dog." What's the relationship between those two sentences?
The second sentence gives more information that feels in contrast to the first. I'll combine
them with however: "I would like to have a dog, however my mom won't let me." The
new sentence I made seems clearer and more to the point.

Goal 10: Collaborating with Writing Partners and Clubs

Strategy Talk with your partner about your goals (for the writing period, for the week, and/or for writing work to take place at home, and so on). Discuss together how you might get that work done. Write the goal, and make the promise...then check in with your partner soon.

Teaching Tip Reflect on your own life and goals you've set out to accomplish. Now think about how successful you've been and whether or not you made your goals public ahead of time. I know that when I share my goals with my partner, my friends, my colleagues, my editor, I am more likely to get things done. The built-in accountability, the opportunity to celebrate together, the lifeline of support in case something does not go according to plan-these are invaluable.

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Writing Strategies Book by Jennifer Serravallo.

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Collection of strategies that span all aspects of the writing process, all genres and modes of writing, and that will work well with students in grades K-8. Organized so the busy teacher can find just the right strategy at just the right moment.

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Writing Collaboration Skills Progression Note Taking Form

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Writing Collaboration Skills Progression Note Taking Form

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Teaching Writing in Small Groups, J. Serravallo

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Example: How Do I Measure Up (Author's Craft)

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Example: How Do I Measure Up (Author's Craft)

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Partners Can Help Each Other Reach Goals Chart

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Partners Can Help Each Other Reach Goals Chart

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Sentence & Paragraph Planning & Revision

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Sentence & Paragraph Planning & Revision

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Reading History- The American Revolution

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Reading History- The American Revolution

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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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The version of the browser you are using is no longer supported. Please upgrade to a supported browser. Dismiss

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Writing about Content: Sentence Expansion & Combining

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Writing about Content: Sentence Expansion & Combining

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DIS KG-G5 - Literacy & Content Connections - Coaching Session 4 - 2023-2024 (2)

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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.