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Introduction to responding to text as readers. Students are expected to read independently and then choose a response to guide writing a "letter" responding. Responses are not intended to be book reports; sample is modeled for students.

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After writing a first response, students are guided into the next step; goal is to keep improving week after week (badges for moving through levels are given as incentive). Responding to a short text and annotating (leaving "tracks") is modeled.

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Feedback is emphasized as something to help a student grow; emphasis on using goals for improvement to keep moving forward. Editing is stressed and a "supreme editor" badge is offered (it is the student's job to re-read his/her work carefully to check for edits they are capable of.)

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The use of TBE (text based evidence) is introduced and modeled. An "evidence" collecting kit is shown (post it notes, pens, highlighters). Quoting text is modeled and is stressed as a way to support claims that are made.

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Paragraph structure is emphasized (separate lesson on a simple paragraph planning format is referenced). Using TBE continues to be emphasized. Modeling of making a quick "outline" or plan is provided.

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TBE reinforced; "collection kit" reviewed. More response choices shown and modeling of using online sources. Hyperlinks and sidebars pointed out as well as the use of a search engine, key words and basic navigation.

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Using a "plan" to write an introduction paragraph before starting the content of a letter. A "generic plan" for an introduction that can be used for any book/text is modeled. Using the "plan", checking it and re-checking it is modeled.

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Collecting TBE and considering smaller portions of text emphasized. Character "traits" reviewed (determined by what a character thinks, feels, says, does). Typing of responses is strongly encouraged through the use of Google Doc (possible "typing badge") because feedback is easier and better. Use of Google Docs for checking/reviewing is modeled.

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Wrapping up paragraphs is modeled. The analogy of wrapping a package is given. Using TBE and examining smaller pieces of text more closely is emphasized.

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Advancing to be more of a reading "detective" with more challenging response prompts is explained. Review of meeting goals ("goal tender" badge), annotating/collecting TBE, and writing an introduction paragraph is included.

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Introduction of multiple paragraphs in the body of a response. Review of plot elements (exposition, rising action, climax, falling action, resolution). The planning of 2 body paragraphs is modeled and quoting when dialogue is included is shown.

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Using 3 pieces of text evidence to plan a strong response; "rule of 3"

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Paragraph development in the body of a response/letter introduced (going beyond the intro paragraph with a planned structure). A generic plan is modeled that can work with just about any text. Correctly writing poem or article titles with quotation marks is pointed out.

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Review of text structures when we read and how it starts to translate into writing. Use of transition or "signal words" modeled. Brief review of "poetry vs. prose".

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Using "text talker" stems to integrate text based evidence (TBE) with our own thinking. (TYPO "theses" in a call out bubble noted!)

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Here is one very SIMPLE way to organize and write a basic conclusion paragraph.