Читать книгу The Common Core Companion: Booster Lessons, Grades 3-5 - Leslie Blauman - Страница 64

The materials:

 Editing checklist (www.corwin.com/thecommoncorecompanion)

 Student checklist

 Reflection sheet

Students finalize their pieces. Before finalizing, they peer conference and edit.

If pieces are word processed, I have students print out two copies and on one copy highlight where they’ve cited evidence. This makes it very visual for the students. I also have them fill out their checklist and double check that they’ve included all aspects. Finally, they reflect on the process. Since they have a checklist to turn in, I have their reflection be simple this first time. I ask them to write a short paragraph about their process and how they did with citing evidence. I can also ask them to reflect on how their reading has changed and if they are asking the key questions as they read independently. I use these reflections to inform my instruction and what I may still need to teach.

As a celebration, students leave both the original and the fractured fairy tale and their pieces on their desks and we “walk the room.” Walking the room is a silent reading time. Students read each other’s papers but don’t provide feedback—thus no talking. When we finish, students may talk with each other about their work. This allows students to see other students’ work and to potentially choose other fairy tales to read independently. It also allows every student to have her piece read by her peers.