Grade 6 Content Roadmap by Chasidie BROWN

cbrown917 — 2024-09-17 15:04:41 UTC

Think about what texts or sentence examples would help students notice descriptive/powerful word choices.

What types of student responses would you expect at this stage, and how might you support students who are struggling to notice the author’s use of descriptive words?

cbrown917 — 2024-09-17 15:06:50 UTC

Think about how the sentences should effectively highlight the impact of strong word choice.

How could you guide students in making meaningful comparisons between two sentences?

cbrown917 — 2024-09-17 15:07:33 UTC

Think about how you would demonstrate a step by step process for revising word choice with your students.

What kind of model would you use to help students revise for word choice in their own writing?

cbrown917 — 2024-09-17 15:12:44 UTC

Reflect on how you would gather evidence of student learning, through conferences, group feedback, student sharing, written work, or assessments.

How would you provide immediate, specific feedback that helps students refine their writing?

cbrown917 — 2024-09-17 15:20:53 UTC

Step 1: Choose Writing Objective from the Learning Progression.

Step 2: Choose a mentor text from the Suggested Titles/ Reading Resources list or Trade Book.

Step 3: Choose Mentor Sentence that meets the objective

Step 4: Place your mentor sentence in the space provided

Example:

Objective: Revising for Word Choice

Mentor Text: Joy in the Backyard

Mentor Sentence: The happy Cocker Spaniel raced around the big backyard, while the kids laughed and played kickball across the soft green grass.

cbrown917 — 2024-09-17 15:22:23 UTC

Choose ONE of the following for Reflection

Explain something that you learned in this lesson that you would like to implement.
Explain something that you liked/or found interesting.
Explain a question that you still have.

2024-09-20 18:58:52 UTC

I would provide sentences stems such as: I noticed in the text, the author said ____________________________________. This helped me create a mental image of ____________________ with the descriptive words _________________________.

By using sentence stems to guide student discussion, you can help sturggling kids participate.

2024-09-20 18:59:13 UTC

sentence stems make the world go round. They need to see examples

crai8706 — 2024-09-20 18:59:44 UTC

2024-09-20 19:00:00 UTC

Using sentences stems…

2024-09-20 19:00:14 UTC

The sentences have to give the reader vivid examples for them to notice. Students learn writing by copying our writing or the examples that are presented to them.

A. Wainz

2024-09-20 19:00:19 UTC

Modeling and sentence stems.

2024-09-20 19:00:21 UTC

Paragraphs or sentences from Ralph Fletcher would be good mentor sentences.

2024-09-20 19:00:28 UTC

Having a sentence stems will help students start talking to each other or write. Gives them a starting point.

I would provide a mini or a class anchor chart on descriptive words so they can be ready to share with their sentence stems.

knelson1116 — 2024-09-20 19:00:31 UTC

2024-09-20 19:00:31 UTC

By asking questions like:

Which sentence paints a clearer picture in your mind?
How do the words in each sentence make you feel?
What words in the sentence add intensity or emotion?

2024-09-20 19:00:32 UTC

By having word list and sentence stems.

Provide a list of adjectives to support student responses.

2024-09-20 19:00:34 UTC

Graphic organizer..

2024-09-20 19:00:37 UTC

Thesaurus

2024-09-20 19:00:43 UTC

Give it to the students to help with word choice.

J. Venzor

2024-09-20 19:00:45 UTC

I would not expect responses to the level of depth we saw in the video but I would expect students to imagine the image that the author is trying to paint in our minds.

I would provide sentence to help guide their think and responses.

2024-09-20 19:00:52 UTC

I would use synonyms and antonyms in creating sentences.

2024-09-20 19:00:53 UTC

Because I teach in Resource, I would do a lot of I do, we do, with sentence stems before having them do it independently.

I would find texts that use very descriptive words for the mentor sentences. The descriptive words should stand out for this grade level.

2024-09-20 19:01:02 UTC

I would expect students to be able to identify the descriptive/powerful words and be able to tell me what makes it powerful.

2024-09-20 19:01:05 UTC

I like using comparisons when describing bread to help show the difference:

I ate some bread. It was good.

I ate bread that was as soft as a pillow, with a crust that made a loud "CRUNCH" as I sank my teeth into it.

I then have the students come up with their own examples. If students are struggling I have them pick their favorite food and describe it to me.

2024-09-20 19:01:13 UTC

I would model the first example and think out loud as I identify the descriptive words using sentence stems

2024-09-20 19:01:16 UTC

Struggling readers may be supported just like it was shown in the video . Students may benefit from having a sentence stem.

2024-09-20 19:01:18 UTC

I would model with another text descriptive powerful words choices. EBs will have a difficult time the first time.

2024-09-20 19:01:18 UTC

I would use sentence stems, but I would also model what I was wanting as a response first.

Little

2024-09-20 19:01:20 UTC

We expect varying responses. Stronger writers will start with giving us detailed but not strong sensory details and vivid verbs. Our struggling writers may only give us basic details and shallow responses. Prompting deeper responses and more descriptive sensory details will strengthen both writers. Sharing writing aloud helps students hear different styles of writing from their peers.

Notice

2024-09-20 19:01:20 UTC

At this stage students will need sentence stems to guide the talking. Which words make them picture what the author is saying?

Denisha Chatman

2024-09-20 19:01:24 UTC

Initially providing students with sentence stems and word banks and eventually removing the support when the students begin to independently understand the concept.

2024-09-20 19:01:25 UTC

Modeling, sentence stems

2024-09-20 19:01:52 UTC

Guide them with questions such as:

What is the difference between "ran" and "sprinted"? How does that change the image in your mind?
How do words like "barely touching the ground" make the dog’s movement more vivid compared to the first sentence?

2024-09-20 19:01:53 UTC

I would provide sentences provided using novels and stories.

2024-09-20 19:01:54 UTC

I would ask what words stand out and allow you to see what the author is describing.

2024-09-20 19:01:59 UTC

At this stage I would expect the students to notice words that stand out to them in the text. For students who might need more support I would give them a highlighter to annotate the descriptive words or the ones they might think are descriptive. I would then have them work in groups or with a partner to help guide their thinking.

2024-09-20 19:02:07 UTC

Compare and contrast sentences with descriptive words vs. a "student written" example without descriptive/sensory language

2024-09-20 19:02:11 UTC

I would think the students would closely copy the mentor sentences, making few changes, at first.

How we can make this text better

2024-09-20 19:02:33 UTC

Cheryl Bonner

2024-09-20 19:02:51 UTC

Sentence stems, adjectives, find text that have lots of descriptive words.

2024-09-20 19:03:09 UTC

2024-09-20 19:03:13 UTC

Students who are struggling to notice descriptive words could describe instead how some words make them feel using a sentence stem, with guidance to help identify words with positive/negative connotations

2024-09-20 19:04:48 UTC

Have the students highlight the descriptive words in the mentor sentence and then ask what we could highlight in the example sentence, allowing a conversation of which one is the powerful sentence and why.

have students underline the descriptive words and discuss how the words effect the sentence

crai8706 — 2024-09-20 19:06:51 UTC

Allow students to utilize their comparisons from before then add in synonyms and antonyms from a list to help guide them

crai8706 — 2024-09-20 19:07:53 UTC

2024-09-20 19:07:56 UTC

Have the text side by side or use a graphic organizer to determine how the sentences are similar and how they are different.

2024-09-20 19:15:13 UTC

create a synonym/antonym chart with the class,mentor sentences

2024-09-20 19:15:28 UTC

I liked that she modeled using a mentor text. using the sticky notes to come up with more descriptive writing.

2024-09-20 19:15:30 UTC

side by side texts and highlight similarities and underline differences. This will allow for students to have a visual of the word choice

2024-09-20 19:15:40 UTC

Have students highlight / underline descriptive words from each sentence and then compare to see how the authors use those words.

Highlight the different words. Discuss the impact with and without the words.

2024-09-20 19:15:44 UTC

2024-09-20 19:16:08 UTC

Have the students look at sentences side by side and point out similarities and differences. Discuss how the words impact the sentence

Little

2024-09-20 19:16:08 UTC

Analyzing and comparing a mentor text full of sensory details versus a strong sentence that is lacking sensory details. Both examples need to be strong sentences to help show how the word choice is impactful and can immerse your reader.

2024-09-20 19:16:42 UTC

Before doing a comparison, I might practice the art of describing using the senses with a hands on activity and then applying to the compare contrast so they can see it.

2024-09-20 19:16:48 UTC

Do a shade of meaning activity to give the visualization of words and levels of vivid imagery.

2024-09-20 19:17:01 UTC

Have two different sentences one without many adverbs and adjectives and one that is rich with adverbs and adjectives. With students do a side-by-side comparison of the two sentences.

2024-09-20 19:17:05 UTC

Can guide students by having discussions with a graphic organizer to follow along as we notice the similarities and differences.

2024-09-20 19:17:13 UTC

side by side texts to highlight the differences, create word charts, mentor texts

2024-09-20 19:17:17 UTC

Having to compare and contrast text is a great thing to help students practice editing and revising text, and use good nouns, and sensory language.

2024-09-20 19:17:18 UTC

Have the students to write out all the descriptive words they noticed. Compare the difference

2024-09-20 19:17:27 UTC

Have students use a graphic organizer comparing which words were good and which words were best. Have students underline the good words and highlight the best words. After completion of the organizer, have students turn and talk, explaining their answers to their table partners, then give opportunities for them to share with the class.

2024-09-20 19:17:27 UTC

You can have the students reflect on both sentences and then have them compare the two. Once them have compared them you could take the weaker sentence and sprinkle descriptive words in the sentence. Students can also use a thesaurus to improve their word choice(s).

2024-09-20 19:17:29 UTC

Create an anchor chart with sensory langage, and then have the students work with an elbow partner to create a sentence.

Provide a list to help support students' responses. Have the students discuss and decide as a group what word(s) to use to complete the sentences.

2024-09-20 19:17:31 UTC

I can guide the students in making meaningful comparisons between two sentences by first modeling two sentences, picking out the part of speech I see. I can also get students to see if they agree or if they would like to add similar words. Then have group to do the same, first noticing the part of speech and see if they can come up with different ones.

knelson1116 — 2024-09-20 19:17:37 UTC

2024-09-20 19:18:10 UTC

Sensory language is important so they can "feel" the imagery they create

I would have the students underline or highlight the descriptive words in both examples and compare and contrast the differences to see how the author used word choice.

2024-09-20 19:18:34 UTC

Hands on activity

2024-09-20 19:18:34 UTC

Before doing a comparison, I might do a hands on activity to practice the art of describing.

Model the process for students. Think aloud as you decide what descriptive word(s) to use. Challenge students to choose words for you.

2024-09-20 19:18:34 UTC

2024-09-20 19:18:35 UTC

Have students use exemplar texts, choose a focus skill and compare and attempt to emulate into their own draft.

2024-09-20 19:18:45 UTC

Students could use a graphic organizer, a T-Chart or a Venn Diagram to compare/contrast. Highlight words that relate to senses and are used to create a mental picture.

2024-09-20 19:20:14 UTC

I would choose 2 sentences that are related but have some different elements, like different perspectives, or levels of detail.

2024-09-20 19:24:33 UTC

I would start with a very plain mentor text. Something like "I saw the ocean for the first time. It was big." Then I would have the students think about what it was like the first time they saw the ocean or imagine what it would be like getting to see the ocean for the first time. I would have them edit the sentence to make it pop using strong descriptive words. I would also display a picture of the ocean for reference and to help them with ideas.

Partner or group work with peer feedback is essential.

dberry12 — 2024-09-20 19:30:19 UTC

2024-09-20 19:31:34 UTC

model, model, model!!

allow time to work together to build their confidence.

I do, we do, you do!

2024-09-20 19:31:49 UTC

Students could uses the CUPS method

2024-09-20 19:31:53 UTC

I love to see the kids working together and coming up with a sentence that one can imagine in my head.

By giving them an anchor chart of sensory language.

2024-09-20 19:32:01 UTC

Little

2024-09-20 19:32:17 UTC

How can we improve this text with mentor texts? Before writing sentences, write vivid verbs and sensory words in bullet point form guided by a prompt.

2024-09-20 19:32:23 UTC

Step 1: Identify a vague word (e.g., "walked").
Step 2: Brainstorm stronger alternatives that fit the context and tone.
Step 3: Replace the word and evaluate if the new word improves the sentence.

2024-09-20 19:32:45 UTC

I would model my thinking, then ask the students to pair up and use different descriptive word choices to add to their writing.

2024-09-20 19:33:01 UTC

I would do an exercise in which we would look at some commonly used verbs, and students would each come up with as many interesting synonyms as possible, within a short time limit. Allowing them share time could make it fun and competitive.

Invitation to Imitate

2024-09-20 19:33:04 UTC

Allowing students to see a mentor text lined up with their own writing. A side by side comparison of the two.

Questions

2024-09-20 19:33:05 UTC

I would provide some questions to think about as they add on and revise the sentence such as, what kind of dog?”.

2024-09-20 19:33:11 UTC

Give students a starting sentence, then ask students to add 3 descriptive words that would create a more detailed mental picture.

2024-09-20 19:33:33 UTC

I liked that the teacher started them I'm partners and then then joined partner groups up. Safe environment. Also at the bottom of the boring sentence the teacher had a little reminder about words that could be jazzed up.

2024-09-20 19:34:04 UTC

Model using a think aloud. Have the students work in table groups to think of descriptive words. Revise the weakest sentence with a partner. Have them create a sentence that mirrors the mentor sentence.

2024-09-20 19:34:22 UTC

Provide them a sentence and allow them to build on it. A thesaurus will be a great resource, it can support all students .

A model I would use to help students revise their word choice is use a Frayer model. I can create a graphic organizer or a digital graphic organizer with four boxes: synonym, antonym, non-example (so we can see what does not fit and a picture box so students can draw what the word means.

knelson1116 — 2024-09-20 19:34:38 UTC

First- I'll teach them about descriptive vocabulary: use of adjectives, subtle semantic differences between verbs (throw vs hurl, for example), verbs and adjectives that appeal to our senses, etc. Then, work with a mentor text and guide them in revising sentences to make them more powerful.

2024-09-20 19:35:54 UTC

2024-09-20 19:37:49 UTC

Students would be given an exit ticket on a topic. They would be asked to write a sentence giving them the opportunity to show their learning. As they were turning them in we would have a quick conversation on what they wrote and if there was any way they feel they could improve.

2024-09-20 19:38:09 UTC

I would provide immediate feedback by using open-ended questions that cause students to reflect on their answers and word choices.

2024-09-20 19:39:05 UTC

rubrics for feedback, conferences

To gather evidence: I could use a clipboard to record a brief anecdotal record of a conversation.

dberry12 — 2024-09-20 19:39:09 UTC

2024-09-20 19:39:41 UTC

Exit ticket with a revised sentence to correct.

Keep feedback brief; give students one glow and one grow for their writing; don't revise and edit every little thing for them, let them take ownership; they could get peer feedback as well.

2024-09-20 19:39:47 UTC

2024-09-20 19:39:56 UTC

Ask open ended questions to get the student thinking. Praise the student for his or her progress.

2024-09-20 19:40:05 UTC

Utilize "You do" time, to have students continue to add descriptive words to starter sentences now that they understand how the process works. Check in to assess student understanding in real time or ask students to check each other's work using specific questions.

Watson/Aguilar

2024-09-20 19:40:16 UTC

Think, pair , share. I think its important to let the students speak and that will give me and understanding of their comprehension.

Also give them opportunities to write!

Provide open ended questions

Depending on the student or class or clarity point, I would provide immediate or small group or whole group feedback. If it is a whole group, I may decide to do a small spiral mini review to help more learners.

knelson1116 — 2024-09-20 19:40:29 UTC

2024-09-20 19:40:30 UTC

I’d have students participate in peer review by exchanging their work with a partner or small group. They would use a rubric or checklist to guide their feedback on specific aspects, such as word choice, sentence variety, and clarity of ideas. I would circulate the room during peer review, providing real-time suggestions and support. For example, if I overhear a student struggling to offer feedback, I might step in with, “I see that the sentence uses the word ‘very.’ Can you think of a word that eliminates the need for ‘very’ and makes the sentence stronger?” Peer review empowers students to critically analyze writing while receiving prompt feedback from their classmates and the teacher.

2024-09-20 19:40:31 UTC

I would gather evidence of student learning by one on one meetings, doing power walks (looking for specific details)

I would give next steps or immediate correction at that time.

2024-09-20 19:40:38 UTC

Having a center dedicated to teacher feedback could give teachers a chance to see several students at once, while also giving them a chance to get teacher and peer feedback.

Little

2024-09-20 19:40:45 UTC

We host "writing workshops" in our classroom where students use sensory details based on prompts to write a short response. Students are encouraged to share and get live feedback from peers and teachers. We have noticed that hearing other students their age read their writing in real time can spark inspiration in struggling writers and build confidence in all. We take all of the papers up for grades and feedback after the workshop in case they did not read aloud.

2024-09-20 19:40:53 UTC

The learners could complete and exit ticket with their revised sentence, and the teacher could use the exit ticket to give feedback and collect data. Having students read their writing aloud is also useful so they can hear what their writing sounds. Allowing them to think about their writing first and then giving feedback is very useful as well .

2024-09-20 19:41:05 UTC

Canvas exit ticket and walking around monitoring as the students go

2024-09-20 19:41:09 UTC

By aggressive monitoring and providing success criteria for each lap.

2024-09-20 19:41:26 UTC

I would provide immediate feedback with exit tickets. I would have conversation with them as they are turning them in. I would also have checklist/rubric as they are writing. Another way would be think, pair, share for students to share and I will walk the room listening and commenting where needed.

2024-09-20 19:41:40 UTC

Teacher may walk around with a clipboard with notes or a template for the skill working on that day. If the student needs support she may take notes and provide immediate feedback. It may help to build small groups for specific instruction later.

2024-09-20 19:41:41 UTC

I would create exit tickets that reflect on the lesson that was taught. Exit tickets would vary from discussion questions, quick multiple choice, etc.

I like to give students exit tickets and then have a short discussion as they turn them in. I also like to walk the room as students write to check what they have learned

crai8706 — 2024-09-20 19:41:44 UTC

2024-09-20 19:41:45 UTC

Exit tickets

2024-09-20 19:41:47 UTC

Have open-ended questions, and a rubric is helpful, writing conferences.

2024-09-20 19:42:29 UTC

I would have students revise a sentence on a post-it note focusing on the word choice. I would provide feedback as I walk around the room.

2024-09-20 19:42:41 UTC

one on one conferencing in center where I can guide them into using better details and description by looking at their own writing on a given topic, such as autumn

2024-09-20 19:51:24 UTC

Objective: Revising for word choice.

Mentor Text: from Brown Girl Dreaming

Mentor Sentence: The story wakes up and moves all over the room. Sits in a chair, crosses one leg over the other, says, Let me introduce myself

2024-09-20 19:51:28 UTC

Obj: Revising for word choice

Mentor text: Esperanza Rising

Mentor Sentence: The flames ran along the deliberate rows of the vines, like long curved fingers reaching for the horizon, lighting the night sky.

2024-09-20 19:51:39 UTC

1.(6.10C) Word choice

Esperanza Rising
3-4. "Tomorrow was her birthday and she knew that she would be serenated at sunrise"

2024-09-20 19:51:50 UTC

Objective: Revising for Word Choice

Mentor Text: Animal Wisdom

Mentor Sentence:

Mountains grew from fiery heat, while above them soared birds, the greatest of which was Eagle, to whom penetrating vision was given.

2024-09-20 19:52:21 UTC

objective: revising word choice

mentor text: "The Ravine" pg 61 in literature book

mentor sentence: "The muddy trail was slick and, in places where it had fallen away, flout-out dangerous".

crai8706 — 2024-09-20 19:52:28 UTC

Objective: Word Choice

Mentor Text: Damon and Pythias

Mentor Sentence: When Damon heard that his friend Pythias had been thrown into prison and the severe punishment that was to follow, he was heartbroken.

Little

2024-09-20 19:52:49 UTC

Objective: Revising Word Choice

Mentor Text: The Lightning Thief

Sentence: There was no place else to go, so I stepped to the edge of the hole. Far, far below, the river glittered.

crai8706 — 2024-09-20 19:53:34 UTC

I want to actively implement Invitation to Notice with fidelity

2024-09-20 19:53:39 UTC

objective: Revising word choice

Mentor Text: A Voice

Mentor Sentence: He walked slow as a hot river down the narrow hall of your house.

2024-09-20 19:54:04 UTC

Objective: Revise for word choice

Mentor text: Bud, Not Buddy

Mentor sentence: One second I was opening the first page of the book, hearing the cracking sound the pages make, smelling all the page powder...

2024-09-20 19:54:22 UTC

Objective: Revise a draft for clarity of word choice.

Mentor text: Animal Wisdom (HMH pg. 133)

Mentor sentence: Mountains grew from fiery heat, while above them soared birds, the greatest of which was Eagle, to whom penetrating vision was given.

areyero — 2024-09-20 19:54:47 UTC

Objective: Use Mentor Text as a guide and revise a draft from Unit 2A for sentence variety. Use varied syntax/sentence

structures that are purposeful, controlled, and enhance the effectiveness of the piece. (6.10C) W

Mentor Text: Damon and Pythias

Mentor Sentence: One day a soldier overheard Pythias speaking against a new law the king had

proclaimed.

2024-09-20 19:55:16 UTC

Objective: Revising for Word Choice

Mentor Text: Damon and Pythias

Mentor Sentence: The king of that country was a cruel tyrant.

2024-09-20 19:58:51 UTC

I liked that she uses a mentor text.

2024-09-20 19:58:56 UTC

#2 I liked the organization of today's meeting, as well as the mentor videos and resources provided. I can tell a lot of time and effort went into this presentation.

I love the idea of using mentor sentences to guide students in their own writing.

dberry12 — 2024-09-20 19:59:01 UTC

2024-09-20 19:59:08 UTC

2: I liked the structure of the model lesson, where students had plenty of time to talk through their thinking before demonstrating their knowledge.

2024-09-20 19:59:11 UTC

I love the invitation to compare and contrast. That is something I will be implementing throughout the year.

2024-09-20 19:59:15 UTC

I loved the modeled lesson!

2024-09-20 19:59:31 UTC

I liked how the process was broken down in a way I could use with students

Reflection

2024-09-20 19:59:32 UTC

Something I liked was the mentor text and being able to use mentor sentences.

2024-09-20 19:59:44 UTC

I liked how when she compared she used 2 different colored sticky notes.

2024-09-20 19:59:49 UTC

I want to implement the invitation to imitate with my students.

2024-09-20 19:59:56 UTC

I liked and want to incorporate in my lesson how the teacher had the two sentences and discussed sided by side the similarities and differences and wrote them on sticky notes

2024-09-20 20:00:00 UTC

I liked the activity with the whole group and using post-it notes for students to revise word choice and sharing with the class.

2024-09-20 20:00:12 UTC

What I found interesting was the way the teacher moved around the room and gave feedback to students while they were working in groups. I also found the way she used the sticky notes very interesting.

Found interesting

2024-09-20 20:00:17 UTC

The model lesson was very well done.

2024-09-20 20:00:17 UTC

I like how the teacher modeled the lesson and how the students had time to practice and discuss. I will be trying the strategies in my class.

I enjoying watching Mrs. Berry's lesson on word choice and usage of the Padlet to share responses.

knelson1116 — 2024-09-20 20:00:18 UTC

2024-09-20 20:00:19 UTC

Thank you for the invitation to notice refresher. I wish we would have spent time analyzing some poems because it is very difficult for students to understand the figurative language.

Little

2024-09-20 20:00:21 UTC

We liked seeing what students struggle with on the one-pager to help us better differentiate.

2024-09-20 20:00:23 UTC

I would like to see better ways to connect HMH and the C&I resources. Many times they are not quite together on covering TEKS. They both get everything taught that has to, the timing about it is just a little different sometimes!

2024-09-20 20:00:44 UTC

Step 1: Choose Writing Objective from the Learning Progression.
Objective: Revising for Word Choice

Step 2: Choose a mentor text from the Suggested Titles/ Reading Resources list or Trade Book.
Mentor Text: Because of Winn-Dixie by Kate DiCamillo

Step 3: Choose Mentor Sentence that meets the objective.
Mentor Sentence: "Winn-Dixie’s fur was so clean it gleamed, and his tail whipped through the air like it was trying to give every single person in the room a hug."

Step 4: Place your mentor sentence in the space provided.
Mentor Sentence: "Winn-Dixie’s fur was so clean it gleamed, and his tail whipped through the air like it was trying to give every single person in the room a hug."

2024-09-20 20:00:48 UTC

I liked that she modeled effectively and gave great examples.

I liked her probing process to further get student participation.

I would like to see a lesson modeled with a bilingual classroom.

2024-09-20 20:02:09 UTC

I will continue to monitor and address misconceptions if it is an simple fix and if needed call into a small group.

cbrown917 — 2024-10-15 16:29:26 UTC

Think about how the teacher helped the students notice the topic and big ideas.

How did reviewing the rubric help students understand the expectations for having a clear central idea?
How can you scaffold the process of understanding the topic and big ideas for students who might struggle?

Analyzing the Prompt Steps & Guiding Questions

cbrown917 — 2024-10-15 16:31:24 UTC

Step 1: Create a Fun Group Name

Step 2: Read the Example Prompt

Step 3: Have a discussion about the prompt and answer the questions related to the prompt:

What do you want students to notice when looking at the prompt?
What are common misconceptions or mistakes students make when analyzing prompts, and how can I address them?
How will you ensure students can identify the topic and big ideas within the prompt?
How can I ensure students can create an introduction with a clear central idea? (Address the topic and big ideas within the prompt using the rubric)

Step 4: Place your Group Name and Response

cbrown917 — 2024-10-15 16:31:55 UTC

After exploring the process of analyzing a prompt, the Invitational Process, and examining resources to support fiction writing:

What is one specific strategy or resource you plan to implement in your classroom to help students better understand and respond to writing prompts?

2024-10-21 21:35:50 UTC

Reviewing the rubric helped the students know exactly what was expected of them.

2024-10-21 21:35:50 UTC

Reviewing the rubric allows the student to see what the expectations are need for the writing piece.

You can scaffold by chunking up each section and modeling what is needed.

By reviewing the rubric ahead of time, the kids knew exactly what to do to earn the full amount of points.

dberry12 — 2024-10-21 21:35:55 UTC

It gave students the opportunity to see exactly what is expected of them

2024-10-21 21:36:04 UTC

2024-10-21 21:36:10 UTC

It gave them clear expectations on how to complete the activity and what is expected of them.
I can scaffold the process of understanding the top and big ideas for students who are struggling by providing sentence stems and chunking up each section.

2024-10-21 21:36:13 UTC

The rubric gave the students a structure to follow along with setting expectations for their work.

1. They give clear expectations to the students and allow them to be successful.

2024-10-21 21:36:14 UTC

To scaffold the process, we must practice constructive responses, allow them thinking time and pair review.

2024-10-21 21:36:31 UTC

Reviewing the rubric gives students a framework to go off of so they can see exactly what they are expected to do. You can scaffold by chunking and using stems

2024-10-21 21:36:40 UTC

Reviewing the rubric gave students clear expectations and they were able to see an exemplar answer

2024-10-21 21:36:42 UTC

Reviewing a rubric can allows students to identify unknown words in the rubric, or even help break it apart, which then allows a better understanding on what the expectations are.

Scaffolding the process of analyzing a rubric can help struggling students break apart the process and identify certain aspects one by one instead of getting overwhelmed with all the terminology.

Analyzing the Prompt

knelson1116 — 2024-10-21 21:36:51 UTC

The rubric gave students a clearer understanding of what each score reflect and what the teacher's outlook or look fors.

By scaffolding, students can see that writing is achievable by following some small steps when the big picture writing can be overwhelming.

2024-10-21 21:36:51 UTC

Reviewing the rubric a clear understanding of the expectations in their writing. This allows the students to use the academic vocabulary that is needed when they are writing, it is a guide for them.

2024-10-21 21:36:54 UTC

Reviewing the rubric allowed students to know exactly what is expected of them so that they knew what to include or how to begin structuring their response.

Students know what they need to do to receive a particular score

2024-10-21 21:37:10 UTC

2024-10-21 21:37:16 UTC

Reviewing the rubric helped set a clear picture of the student of what is expected of them.

I can scaffold the process of understanding

the topic and big ideas for struggling students by having sentence stem or even word banks for them to choose from

2024-10-21 21:37:35 UTC

Students were to understand the difference between each category and what is needed to earn specific scores.

You can break it down by section and provide examples of what each category looks like for a central idea. Start with a no score example and then build on to demonstrate a perfect score example.

The rubric lets the students know the expectations.

2024-10-21 21:37:52 UTC

2024-10-21 21:38:00 UTC

Rubrics help students have a goal for their writing piece.

You can scaffold by focusing on one or two things as opposed to all of it.

Previewing the rubric is a great way to ensure student success by setting expectations of the look fors.

2024-10-21 21:38:02 UTC

2024-10-21 21:38:07 UTC

It's always good to know what's expected. This is actually a life skill. What is expected of me and how can I deliver?

The rubric helps the students know their expectations.

2024-10-21 21:38:18 UTC

areyero — 2024-10-21 21:38:21 UTC

Reviewing the rubric can help students by giving them a guideline and a checklist to make sure they respond with a clear goal in mind.
You can scaffold the process by utilizing those mentor texts to give students a clear example of what they should be mirroring in their own writing. Also providing those sentence stems can facilitate discussion between students and give them a starting point when they write.

To scaffold, I talk with students about what is important vs unimportant. We might need to consult a dictionary to look up unknown words. Iwould use sentence stems.

dberry12 — 2024-10-21 21:38:27 UTC

2024-10-21 21:38:42 UTC

gives clear expectations for identifying key words and big ideas

2024-10-21 21:38:51 UTC

The rubric helped to differentiate between what was expected and what was not so that the students have a clear understanding of what they need to do successfully.

Having a Mentor text provides a well written guide to model after.

2024-10-21 21:38:56 UTC

2024-10-21 21:39:02 UTC

The rubric gives students the opportunity to see what is expected of a good writer and what are examples that may not reach the highest level.

2024-10-21 21:39:03 UTC

I love how they analyzed the rubric and compare/contrast two mentor texts side by side

You can chuck it into pieces to help students who may not understand.

2024-10-21 21:39:35 UTC

The rubric gives clear instructions so students know what is expected.
Scaffold by starting with modeling of each part of the process.

2024-10-21 21:39:52 UTC

By reviewing the rubric the students get a clear understanding of what the expectations are.

I scaffold this process providing sentence stems and having the students to identify the topic and later the big ideas (chunking).

Rubrics

2024-10-21 21:40:25 UTC

Reviewing rubric with students sets them up for success by providing clear guidelines and structured framework for their work.

2024-10-21 21:42:15 UTC

When students analyzed the rubric, they were able have a clear path and process. Understanding the prompt before moving forward eliminates frustration as they write.

For EB students it is also a key element to be able to write effectively with limited language.

2024-10-21 21:43:00 UTC

By reviewing the rubric it helps students understand what the norms/expectations are for them to receive the highest grade and formulate the best response to present their controlling idea.

2024-10-21 21:52:26 UTC

Tired Teachers
We would them to notice the topic and the Big Idea.
Not staying on topic and not writing what they are suppose to be writing about. Not giving details and proper evidence to support.

1. The Teachers

dberry12 — 2024-10-21 21:52:28 UTC

2. Want kids to notice: cause/effect; note specific words: library affected People of Garissa

Mistakes: overlook important words: Ex: affected; retell the artilce; skip using RACE

kpayne105 — 2024-10-21 21:52:38 UTC

The I Don't Know's
We want the students to explain the topic how the camel mobile library has affected the people of Garissa and provide evidence to support their claim.
Common misconceptions students make are they often get off topic. They don't follow the instructions of the prompt.

2024-10-21 21:52:41 UTC

Monday Warriors

Key important vocabulary words
Rush through, don't process what it's fully asking, confused about topic. They could break it apart and chunk ideas.
We could ensure they know some specific steps to use while identifying the prompt.
Digesting the prompt and identifying the information, and then organizing your thoughts to have a full idea on what you're going to produce, then with all that in mind a topic sentence should be easier to compose.

2024-10-21 21:55:51 UTC

Plan...plan...plan. Many skip over the planning and just start typing, so they miss the point of writing an informational essay.

Writing Witches

2024-10-21 21:56:02 UTC

we want students to notice that this is a multi-layered prompt. Explain = writing more than one sentence.
students often re-write what the author is already saying. We can address this by practicing paraphrasing and explaining student thoughts before they begin writing

FUN GROUP

2024-10-21 21:56:39 UTC

We want the students to pay attention to key words,

Explain, affected, evidence from the text

analyze various prompts using the slides provided

dberry12 — 2024-10-21 21:58:49 UTC

2024-10-21 21:58:51 UTC

Giving the students a strategy and steps to identify important parts of the prompt.

2024-10-21 21:58:54 UTC

I plan to use the Interactive Reading Graphic Organizer to use to help students make notes while reading an informational text.

2024-10-21 21:58:57 UTC

Using the rubric each time we write.

The Survivors

2024-10-21 21:58:59 UTC

The Survivors
could not read the passage
We want students to notice that they need to explain their answers with specific examples/evidence from the text.
Students tend to not read the whole passage or do not understand what they have read. Students also struggle with understanding exactly what the prompt is asking them.

Rubric - pair sharing is in the constructive response.

2024-10-21 21:59:05 UTC

Invitation to notice with mentor texts and examining prompts and rubrics

2024-10-21 21:59:11 UTC

I plan to use the rubric when writing the extended response essays.

areyero — 2024-10-21 21:59:17 UTC

One strategy that we plan to implement in our classrooms is utilizing student friendly rubrics that students will have access to throughout the lesson.

2024-10-21 21:59:25 UTC

making better use of rubrics to help students learn to evaluate their own work

2024-10-21 21:59:26 UTC

Previewing the rubric

2024-10-21 21:59:35 UTC

I want to use invitation to notice to help students identify the pieces of RACE within a prompt so they can begin using it on their own.

2024-10-21 21:59:37 UTC

I plan on having my students look at a mentor answer to a prompt and comparing it to another answer. Explaining the rubric and having them look for similarities and differences

2024-10-21 21:59:37 UTC

the informational graphic organizer and mentor texts

Giving students the opportunity to analyze the rubrics for extended responses prior to writing

2024-10-21 21:59:40 UTC

2024-10-21 21:59:46 UTC

Having students review the rubric beforehand instead of just afterwards of a writing piece.

Group name: SEK

knelson1116 — 2024-10-21 21:59:53 UTC

2024-10-21 21:59:56 UTC

Both using a rubric and analyzing the rubric as a class

2024-10-21 22:00:03 UTC

I will review writing rubrics with students

2024-10-21 22:00:11 UTC

Analyzing prompts by identifying the important parts

2024-10-21 22:00:34 UTC

It is always good to hear and see what other teachers are doing to support students. Collaboration makes it all better.

2024-10-21 22:01:13 UTC

I will implement rubrics that are easy to comprehend for my students to become more aware of their writing abilities and

more motivated to improve.

2024-10-21 22:01:19 UTC

I plan to use the IRR graphic organizer.

Students in the video had a moment to gather their thoughts using sticky notes. A good rubric is also very necessary so that students can see what their finished product needs to look like.

2024-10-21 22:01:20 UTC

cbrown917 — 2024-11-13 21:39:22 UTC

Think...

How did the teacher encourage students to discuss and justify their choice of evidence?
How did student pair discussions contribute to their understanding of connecting text evidence to the big ideas in the prompt?

cbrown917 — 2024-11-13 21:43:29 UTC

Think...

How did the teacher help students find and select relevant text evidence?
How did student pair discussions contribute to their understanding of connecting text evidence to the big ideas in the prompt?

cbrown917 — 2024-11-19 15:48:15 UTC

Step 1: Create a Fun Group Name
Step 2: Have a discussion about finding text evidence from the text below and answer ONE of the following questions:
- What challenges will students encounter in synthesizing or inferring evidence, and how might I address these in future lessons?
- In what ways can you ensure students understand the difference between directly stated evidence and inferred evidence?

cbrown917 — 2024-11-19 15:51:17 UTC

After exploring the process of Finding Text Evidence, the Invitational Process, and examining resources to support writing:

What is one specific strategy or resource you plan to implement in your classroom to help students better understand and respond to writing prompts using text evidence?

Johanna Paschal

2024-12-02 22:33:57 UTC

The Teacher helps the students find and select relevant text evidence by:

Set up the expectation of the response she wants.
Help them point out what the prom asks for, such as an opinion or information.
Key Words - information - Explain.
What is the big idea of the prompt?
highlight - or underline the big idea.
how many things do we need to talk about?
Making connections and inferences to synthesize by underlining details that support the prompt.
The Teacher thinks aloud of what she is demonstrating and lets the kids think to answer the question together.

The Studen pair:

divide the work that each one is doing.
they ask questions to check each
other answers.
Sentences Steam - to guide them through the conversation.
Self-correction and reaffirmation of what they are doing.

She had them annotate the text.

2024-12-02 22:34:07 UTC

1. Helped kids by making sure they understood what the prompt was asking so they could find relevant evidence.

2024-12-02 22:34:34 UTC

She would bring the attention back to the prompt.

2024-12-02 22:34:54 UTC

Finding Text Evidence

2024-12-02 22:35:00 UTC

The teacher broke the question into chunks allowing the students to understand the full question and what they needed to find evidence for.
The student pair discussions contribute to their understanding by allowing them to share where they each understood and could help bridge any gaps between one another.

2024-12-02 22:35:03 UTC

The teacher did well in having them point of key words from the prompt found in the text
Students were able to look at the big ideas they had circled and then look for things in the text that supported those ideas

The teacher modeled finding relevant information that would support the prompt

2024-12-02 22:35:04 UTC

2024-12-02 22:35:10 UTC

The teacher encouraged the students to match words in the text to words in the prompt.
The students compared their annotations.

2024-12-02 22:35:13 UTC

She helped them define what a social influencer is and what one does.

2024-12-02 22:35:15 UTC

The rubric gave the students an idea of what's being asked of them.

2024-12-02 22:35:29 UTC

By unpacking the prompt together and modeling examples, she set up clear expectations for the students.
By collaborating with each other, students are able share what they know and fill any gaps

sfinley9 — 2024-12-02 22:35:30 UTC

i think that having pair discussions helps the students to see things on their level.. its like how i tell my students you can learn better sometimes from each other than me, because of how different they explain things.

She went through details that are relevant vs non.

2024-12-02 22:35:34 UTC

2024-12-02 22:35:57 UTC

The teacher helped students find relevant text evidence by setting clear expectations and breaking down the prompt. We loved the way she thought out loud.

Students talking to their partner helped them check their understanding.

2024-12-02 22:36:02 UTC

She told them the expectations of what she was looking for, then modeled it for them, and then they worked with partners on the first paragraph. She then did this again with the next paragraph discussing with the students as they went. She asked for volunteers to give their answers.

areyero — 2024-12-02 22:36:05 UTC

The teacher helped them by giving them a specific tool to use in the highlighting and underlining to help make their thinking clear.
The student's paired discussion allowed them to utilize the sentence stems to guide their thinking in a connective way.

2024-12-02 22:36:09 UTC

The teacher help the students by making sure they understand the prompt, and help finding text evidence to answer the prompt.

2024-12-02 22:36:12 UTC

model correctly 2. check alignment back to question

2024-12-02 22:36:13 UTC

Teacher guided the students with their thinking. Didn't give them the answer but guided them by referring to the prompt and helping them understand reasonable evidence.

2024-12-02 22:36:13 UTC

The teacher modeled connecting evidence back to the topic and to the prompt. The student pairs ask each other questions and help each other with any misunderstandings.

Paired discussion supported students at different levels have access to content.

2024-12-02 22:36:29 UTC

2024-12-02 22:36:37 UTC

She had the annotate the text: find key words, highlight and underline, find the big ideas and details to support

Students pair shared their answers with sentence stems to help them with understanding

2024-12-02 22:37:15 UTC

The teacher modeled how to locate text evidence.

The students had discussions to share what evidence they found and justify their answers.

The teacher modeled annotating the text looking for big ideas after analyzing the prompt with the students. The student pair discussions allowed them to share with a peer using sentence stems to help them with their understanding.

2024-12-02 22:37:20 UTC

knelson1116 — 2024-12-02 22:41:44 UTC

The teacher help students find and select relevant text evidence by model, asking essential questions, annotate the prompt with students. The teacher broken down the content words to support all learners.

The student pair discussions contribute to the understanding of connecting text evidence to the big idea in the prompt by sharing ideas about the big idea discuss the teacher model with them earlier. The student actively annotated with a purpose, intentional with their discussion to pair discuss and reflect their claims. The students are now ready to find more text evidence on their own to support the two big ideas of the prompt.

2024-12-02 22:44:52 UTC

Annotating while reading to be proactive about understanding the prompt and the passage, as well as notetaking once the prompt is known.

Synthesizing is a challenge, but sentence stems can help focus thinking to put it into their own words.

I Can't Hear You!

2024-12-02 22:45:39 UTC

Students can connect directly stated evidence by saying "Book It" and inferred evidence by saying "Brain It".

Tired Turkeys (Snowflakes)

2024-12-02 22:46:10 UTC

Students may struggle with not giving opinions and instead sticking to what is in the text. Students may also have issues trying to use every piece of the text as evidence instead of just what relates to the prompt

Jingle Belles

2024-12-02 22:46:49 UTC

To ensure students understand differences between directly state and inferred evidence, students could underline directly stated evidence and highlight text evidence to annotate inferred evidence.

2024-12-02 22:46:56 UTC

Team name/Reading 6th

Students think everything is important and highlight everything, and inference is not stated.

Teacher modeling, and having a rubric and explain to the students on their scores.

2024-12-02 22:47:11 UTC

They will be able to relate more to the Reading passage since it is about Social Media. Students are having difficulty deciding what kind of essay to write whether it is informational or argumentative etc.

The Write Team

areyero — 2024-12-02 22:47:41 UTC

When students are synthesizing texts there might not be enough here so providing additional texts would be helpful. Also providing students with a mini-lesson on how to paraphrase and cite-text evidence. Posting a sign in the room on how to correctly use text evidence without plagiarizing would be helpful. Creating a connection with your own experience is not the goal of synthesizing but a portion. Ensuring students understand that they are creating a new idea based on the text is the goal.

2024-12-02 22:47:56 UTC

B: By modeling the differences between inferred and directly stated, students highlighting directly stated and underlining inferred.

Dasher Dreamers

2024-12-02 22:48:04 UTC

Students need to know academic language such as implicit and explicit.

Student's are more likely to infer and not understand they need to use text evidence.

2024-12-02 22:54:35 UTC

I love the short page that appeals to the students. Also, thank you for the GO ( graphic organizers) in Spanish and English.

I will continue to work with students on analyzing the prompt.

2024-12-02 22:54:44 UTC

2024-12-02 22:54:57 UTC

I like the idea of having students underline/circle big ideas from the prompt and then having them look for those things within the text to match

Having the students making connections between the text evidence and how it supports the promt.

2024-12-02 22:55:23 UTC

I will work on chunking up large passages into smaller pieces.

2024-12-02 22:55:36 UTC

2024-12-02 22:55:37 UTC

We will implement Mrs. Berry's strategy for word choice!

2024-12-02 22:55:48 UTC

RACE response passages and questions

2024-12-02 22:55:51 UTC

I will use the short text to analyze the prompt.

2024-12-02 22:55:55 UTC

I love the short passage resources that allows the students to be engaged. The graphic organizers are also great so the students can write out their thinking.

2024-12-02 22:56:08 UTC

providing practice with short prompts

2024-12-02 22:56:14 UTC

Model and continue to practice the ECR with the RACERR strategy.

2024-12-02 22:56:15 UTC

I like the short passage and how to break down the question, so students can answer all parts of the question.

knelson1116 — 2024-12-02 22:56:17 UTC

Some specific resources I will use is the thought catcher district new interactive graphic organizer and short constructive response anchor chart.

2024-12-02 22:56:23 UTC

Using the interactive graphic organizer so that my students stay on track and have meaningful ideas written down.

2024-12-02 22:56:26 UTC

Using stems to point students in the right direction, while also forcing them to annotate.

Reflection

2024-12-02 22:56:30 UTC

One thing I feel I could make better use of is graphic organizers so that small details are not missed. Also, because it breaks things down into smaller chunks, and it may even give the opportunity to narrow down one's focus in order to stay on topic.

2024-12-02 22:56:42 UTC

Model and using RACE strategy

I plan to use those short passages to model how to analyze the prompt & find text evidence.

2024-12-02 22:56:45 UTC

2024-12-02 22:56:49 UTC

We will model highlighting the text evidence in copies of the articles provided. Underline the key evidence and annotate inferenced thoughts.

2024-12-02 22:57:13 UTC

Graphic Organizers

exit ticket

2024-12-02 22:58:41 UTC

cbrown917 — 2025-01-17 17:33:33 UTC

Think...

What challenges do students face in paraphrasing, and how does the teacher address them?
How do students use vocabulary and language structures from the text while paraphrasing?

cbrown917 — 2025-01-17 17:34:48 UTC

Step 1: Choose and discuss 1 question

What challenges do you anticipate students may face when learning to paraphrase, such as identifying key ideas or using their own words?
How will you address potential misconceptions or errors students might make during paraphrasing?

Step 2: Place your Group Name and response on Padlet

cbrown917 — 2025-01-17 17:35:36 UTC

After exploring the process of Paraphrasing Text Evidence, the Invitational Process, and examining resources to support writing:

What is one specific strategy or resource you plan to implement in your classroom to help students use their own words when paraphrasing text evidence?

They want to copy word for word because they lack the vocabulary to express themselves.

2025-01-27 22:30:05 UTC

2025-01-27 22:30:21 UTC

A challenge that students face when paraphrasing is putting the information in their own words. Teachers can help by using sentence stems that can help students.

2025-01-27 22:30:31 UTC

1 paraphrasing is using their own words.

in order to paraphrase, you need.

Find the Big Idea.
Talk about the vocabulary.
Use the language.
Sentence Stems help the kids start discussing the Big Idea.
The Students use the critical words that they are talking about.
The Students build on the understanding to make connections of text evidence.
The sentence stems help to keep the students on track.

sfinley9 — 2025-01-27 22:30:36 UTC

Student was struggling to paraphrase and then the teacher went over and discussed what they were reading, and guided him to paraphrasing.... and then instructed to write down.

Being able to find the correct verbiage to restate what was already said in the text.

2025-01-27 22:30:44 UTC

sfinley9 — 2025-01-27 22:30:51 UTC

they used synonyms to help with the vocabulary understanding and building

2025-01-27 22:30:51 UTC

struggle with vocabulary, such as finding synonyms, and struggle with rephrasing without copying directly

2025-01-27 22:30:55 UTC

1) Students sometimes struggle with paraphrasing by wanting to include details from the entire text, instead of just the major details.

2) Often, they use the vocabulary to help structure their paraphrase, using similar vocabulary.

2025-01-27 22:30:59 UTC

When students get stuck, the teacher asks questions about what they need to answer or paraphrase.

2025-01-27 22:31:04 UTC

they often copy directly from the text or simply change the order of the words and don't grasp how to "write it in their own words."

2025-01-27 22:31:17 UTC

The teacher provided sentence stems to support students who were facing difficulty nd talked the text out with them to ensure they understood what they read before they moved into paraphrasing.

Students stillwant to use the exact words the writer has used. The teacher can address this by having the students think about what is being said and giving sentence stems.

2025-01-27 22:31:23 UTC

2025-01-27 22:31:26 UTC

One challenge is that students don't paraphrase what is important to the author, they paraphrase what they find important while they are reading.
Students at times mimic the language when paraphrasing but vocabulary can be a struggle especially for ELS.

Accurate Vocabulary

2025-01-27 22:31:34 UTC

The student was struggling to find the specific words that could paraphrase the text accurately

2025-01-27 22:31:34 UTC

Challenges that I see students facing is having lack of vocabulary in order to put things in their own words.

2025-01-27 22:31:39 UTC

Students want to copy word for word.

kwhite710 — 2025-01-27 22:31:45 UTC

They want to use the same words as the author. I help by writing out words that are synonyms of main words of the text.

crai8706 — 2025-01-27 22:31:45 UTC

Students struggled with finding alternate vocabulary to use but did well with recognizing certain structures like repetition indicating a focus point

The teacher guided the struggling students with specific questioning. They used synonyms to help with vocabulary when pulling the big ideas to paraphrase.

2025-01-27 22:31:52 UTC

2025-01-27 22:31:59 UTC

A challenge would include word choice, which words to keep, which words to change. The teacher addresses this (I think) by suggesting to keep some the same, and change others. Possibly using a word bank, thesauras or sentence stems to help rephrase the beginning, which could then lead to helping change specific words, or keep them the same.

2025-01-27 22:31:59 UTC

Students want to include too much detail

2025-01-27 22:32:10 UTC

Students tend to either omit important details or outright plagiarize the things they paraphrase

Trust

2025-01-27 22:32:12 UTC

One challenge is that some students don't trust themselves enough to form a complete paraphrasing so they resort to copying word for word what the text already says. They may have trouble knowing where to begin when paraphrasing.

2025-01-27 22:32:14 UTC

Sometimes just understanding which parts of the story include the main ideas, & then the struggle is putting it in their own words.

2025-01-27 22:32:21 UTC

Students face the challenge of limited vocabulary when attempting to paraphrase. The teacher can address this by prompting them through the writing.
It seems that students use the language structure almost as they have been taught to use sentence stems. They replace specific, single words at a time.

The students have a lack of vocabulary. This inhibits their abilities to use different words.

2025-01-27 22:32:23 UTC

dberry12 — 2025-01-27 22:32:26 UTC

1. Challenges: Using synonyms to replace exact wording; identifying important words/phrases to replace with own words

2. Voc. and Lang Structure: Locate important words and phrases from the text. Students being able to paraphrase verbally helped them listen to other ways to paraphrase.

2025-01-27 22:32:29 UTC

Student was struggling to paraphrase and then the teacher went over and discussed what they were reading, and guided him to paraphrasing.... and then instructed to write down.

Lack of vocabulary for my Spanish speaking students. Offer sentence stems and cognates.

2025-01-27 22:32:31 UTC

2025-01-27 22:32:37 UTC

The students want to just copy what the author wrote in the text. The teacher can give the students sentence starters to help them write the text in their own words.

2025-01-27 22:32:57 UTC

One challenge that students seem to face while trying to paraphrase is knowing how to put the information they are reading into their own words. A great way to help with this is providing sentence stems and giving examples using a different text.

2025-01-27 22:33:07 UTC

they used synonyms to help with the vocabulary understanding and building

paraphrasing text evidence

2025-01-27 22:33:08 UTC

Students often fail to separate the big idea from the "big words" that are unknown and the feel the need to always include all the "big, fancy words" because they think they need to for it to be correct. This often leads to them copying word for word instead of getting the big ideas.

Students will include all the big words and often either copy the exact language structure or they will try to break it up/flip its order to "make it their own" while paraphrasing.

Challenges

2025-01-27 22:33:11 UTC

Students want to use the exact language from the text. The teacher will need to help them push through to use their language.
The struggle to back things up with text evidence because they do not understand what they are reading.

2025-01-27 22:33:14 UTC

Students struggle to use context clues for word meanings while they read.

areyero — 2025-01-27 22:33:16 UTC

Some challenges that students faced were making sure they included all the most important information from the passage and omitting extra information. The teacher addressed this by having them discuss with a partner the information crucial to maintaining the main idea.
Students identified key vocabulary words from the text to then be able to create synonyms for them. The teacher also provided sentence stems to help guide their paraphrasing structure.

2025-01-27 22:33:20 UTC

One of the challenges is their vocabulary and background knowledge. Finding synonyms to apply.

.challenges

2025-01-27 22:33:44 UTC

Students are challenged by the vocabulary.

The sentence stems are helpful in being able to organize and start their thinking/writing.

2025-01-27 22:34:04 UTC

Have students turn and talk to get comfortable with using the words in spoken language.

2025-01-27 22:34:06 UTC

Students don't understand the original text, which makes it difficult for them to paraphrase.

Paraphrasing Text Evidence

knelson1116 — 2025-01-27 22:34:36 UTC

Some challenges students face in paraphrasing is for some not copying directing from the book and not having practice to put things in their own words. Many time students can do better if they focus on what they would like to say. A sentence stem could help with a starter.

Students can use vocabulary and language structure from the text by finding a good order in sentence structure.

6th Grade Teachers

kwhite710 — 2025-01-27 22:41:45 UTC

Copying directly from the text, they may need sentence stems to get them started. They have trouble finding synonyms, use a thesaurus to help as an aid.

Comprehension is needed. Without comprehension and knowing what the text is saying, they won't be able to reword the text.

Gilmore Girls

crai8706 — 2025-01-27 22:43:07 UTC

Students struggle with finding the vocabulary for paraphrasing and sometimes want to simply copy the text directly.

The Unnamed Group

2025-01-27 22:43:43 UTC

Some challenges that we anticipate students might face when learning to paraphrase would be identifying vocabulary in context and using synonyms appropriately, as well as identifying the controlling idea of the passage.

Blue Bloods

2025-01-27 22:44:27 UTC

Challenges:

^ Students don't have enough vocabulary to use their own words.

Limited background knowledge

2025-01-27 22:44:51 UTC

Question 1:

Students struggle to use synonyms during paraphrasing. This can be fixed by adding a thesaurus rotation to class time.

Solis, Moller, Vasquez, Watson

Fourth Wing

2025-01-27 22:45:20 UTC

students may not know or understand the definition of paraphrasing.
We can address it by using sentence stems and modeling what paraphrasing looks like

2025-01-27 22:46:50 UTC

Students lacking vocabulary...

The maddness

2025-01-27 22:47:15 UTC

Students lack vocabulary

Language barrier- language stems needed

Onyx Storm

2025-01-27 22:47:15 UTC

Students might struggle with summarizing the important information in the passages. Some students are also well versed in summarizing narrative texts but have limited knowledge when it comes to summarizing informational and argumentative texts.

2025-01-27 22:47:25 UTC

Students have trouble pulling the text evidence from the text.

Paraphrasing Text - McNutt Group

2025-01-27 22:48:26 UTC

They struggle with copying the text exactly, and not having the vocab to rephrase.
Students will sometimes fixate on items in a list, trying to convey as much specific info as possible!

2025-01-27 22:48:47 UTC

Students struggle evaluating and choosing the right evidence.

Having students colaborate when we are working on paraphrasing.

2025-01-27 22:48:49 UTC

crai8706 — 2025-01-27 22:51:57 UTC

Having students turn and talk to get used to using words in spoken language as well as getting familiar with a thesaurus.

2025-01-27 22:54:19 UTC

I will use the sentence steam in English and Spanish.

kwhite710 — 2025-01-27 22:54:47 UTC

I will use a thesaurus as a routine and have them build synonyms under a given word as a warm up.

2025-01-27 22:55:32 UTC

Collaborating with one another and peer editing...also having students get used to using a dictionary and thesaurus.

2025-01-27 22:55:33 UTC

I will have the students work in pairs and use sentence starters.

2025-01-27 22:55:41 UTC

I will have them use a thesaurus when practicing their paraphrasing skills.

Thesaurus

2025-01-27 22:55:51 UTC

I plan to encourage students to use a thesaurus to search for words that mean almost the same thing as the language used on the original text.

yrodrig4 — 2025-01-27 22:55:52 UTC

I liked the invitation to compare and how she models the lesson

2025-01-27 22:56:01 UTC

Lots of sentence stems and vocab lesson

2025-01-27 22:56:01 UTC

I will have students work together when working on paraphrasing and have dictionaries available for unknown words.

2025-01-27 22:56:01 UTC

Use sentence stems to get their thinking started

2025-01-27 22:56:02 UTC

Expand vocabulary by adding a synonym wall in my classroom that students can add to as they learn new words.

I also plan on using the model lesson resources to teach paraphrasing to students

2025-01-27 22:56:04 UTC

I like the idea of using a mentor text to help guide the students' thinking and learning.

SYNONYMS AND ANTONYMS WHEEL

2025-01-27 22:56:13 UTC

Keep exposing students to more vocabulary, encourage the usage of synonyms and antonyms in everyday dialogue.

Reflection

2025-01-27 22:56:18 UTC

I really like the partners/small group/partners grouping at the beginning of this skill lesson. It takes some of the fear out of it. I plan to use all of the resources available.

2025-01-27 22:56:24 UTC

Guiding through mentor texts especially the Influencer Culture activity. I fell like it is a great way to help students in guiding their thinking and modeling how to paraphrase important ideas along with helping them build towards creating strong ECRs.

2025-01-27 22:56:29 UTC

Pre-teach some vocabulary and then practice using simple paraphrasing with a partner before independent work.

Resources

2025-01-27 22:56:35 UTC

The Rubric will be a great asset the the learning to help guide them through a paraphrase.

areyero — 2025-01-27 22:56:49 UTC

Have students identify key words and brainstorm possible synonyms to paraphrase.

2025-01-27 22:56:49 UTC

I plan on using sentence stems to support my students, as well as putting them in pairs to discuss and use modeling.

Sentence stems, turn and talk, frontload vocabulary

2025-01-27 22:56:58 UTC

2025-01-27 22:57:03 UTC

sentence stems

2025-01-27 22:57:21 UTC

Teacher modeling

2025-01-27 22:57:32 UTC

I loved how teacher modeled and worked one on one with student. Having activities in class to invite them to discover new words.

Sentence frames

2025-01-27 22:57:38 UTC

2025-01-27 22:57:45 UTC

Make sure students understand the reading, help them find synonyms to replace the words they want to use, and help them maintain the original meaning of the reading.

Order of the Units.

2025-01-27 22:58:32 UTC

Please flip untit 4 and 5 so we can have this before the benchmark.

2025-01-27 22:58:47 UTC

One Specific strategy I will use to help my students paraphrase text evidence is utilize more activities that require the use of a thesaurus, as well as sentence stems.