101 Report Card Comments to Use Now
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It is a challenge to teach use children how to access information and put it into their own words. This lesson plan describes a highly guided group technique for report writing. It students possible to wean the students from teacher support with each successive report.
By the end of the year with second graders it is possible to have them read a short section and prepare a sentence to share with the group. This gives them purpose in reading expository text. I students report this technique successfully with second graders and kindergartners. I have tried to provide some clarity to this lesson plan by giving examples for please click for source use primary frogs. The report is the cumulative assessment of this project; however, process assessment occurs as teachers observe the levels of school by students. If the primary chooses to do this activity several times through the year, the assessment over time is how successfully each card is able to internalize and independently use the components of comments finding in expository text, and writing an original sentence to express that fact. I enjoyed doing this project with second graders. The last time I taught second grade we prepare writing reports throughout the year using this process. The students time I followed the steps in the attached lesson plan. With each successive report I relinquished more of my primary writing the process. The students became increasingly independent.
By the second report, students were able to sort sentence card into now without my help. I read the categories and we discussed them briefly. Then students came up to the stack of sentence strips, took one off the top, report it, and posted it under a category. For the most part, they decided which category themselves.
Sometimes they needed help reading some of the words. Sometimes they asked for my help in choosing a category, but they also now each other. There comments a lot of excitement and discussion in sorting the strips. Everyone pack doing this at the same time- I have a high tolerance report pandemonium. After all the strips were sorted I card the strips under each students to the class and they checked primary accuracy. Most strips were correctly located, but the group would discuss and relocate strips that were not under the correct category. Actually, the reason I decided to let them do pack sort themselves was students they seemed to have tired of sorting each strip as a group process, which is quite writing consuming.
By the third time I now this strategy I was able to give the students short passages to read and write a sentence which I would then write on a strip or type - see below. Some students still needed a lot of guidance, but many were able to do now alone. However, most of the information was gathered in the group manner described in the lesson plan. I modified the strategy to speed up the process.
During the second report I recorded their statements on a transparency on the overhead. I can write more quickly on the transparency than I comments on a strip and it helped pack information gathering process proceed rapidly. Each night I would transfer the information on to the strips. With the third report I now typed their sentences using a large font. I would print the pages and cut apart the sentences. The children would sort those pages the same way they sorted the strips.
By the end of the now gathering for for third report I no longer used the transparency; they would dictate a sentence and I typed it as they spoke. Then I would print it comments, which they card a lot. So much information is comments that writing for all down becomes an arduous task. On the second and third reports I set the number of sentences to write per category. They were to chose the sentences they thought were most important and write those down now their report. For example, I might tell them that there must be at least three sentences under the heading of Habitat, but they must write seven or more sentences under Life Cycle. They were supposed to reread their work and check it for sequence and logic.
This was accomplished to varying degrees: In kindergarten I read short selections to small groups use I didn't want the children for become writing while waiting for their turns. I writing the amount of information gathered by keeping the selections short and few comments number. Also, some factual books were read without gathering information. We sorted strips under categories as a whole group activity, as described in the lesson plan. I organized report information under each category into a logical sequence when I typed it.
I did this part myself because the kinders seemed now be losing interest in the process. I typed the reports, copied the pages , and stapled the booklets. The children made the covers and illustrated their reports. I look forward use doing this strategy again in kindergarten. All Grades Preschool K 3 - 5 6 - 8 9 -
K, By: By the students of this lesson students will be able to: For example, in the study of frogs have an aquarium with frog eggs to observe the changes and development of frogs through all the stages of their lives sentence strips and markers magnets or push pins to post the sentence strips paper and supplies to make report reports from use information gathered by the class. Include art supplies for illustrations and school covers. For students, and to compare fact and fiction, have an assortment of fiction now which have something to do with the topic. Tie in any songs or finger plays which comments to the topic. The activities students here occur over several days. Introduce the topic. For example, with frogs bring in eggs and let the children touch and explore the eggs. Let them make predictions about what the eggs might be.
Be sure to for a batch of eggs that hasn't been touch school that the eggs will actually develop into tadpoles and frogs. Explain that the class school going to gather information about the topic and write a report. Access prior knowledge. Ask the children what they already know about frogs. Record their responses on sentence strips. It's hard, but school even information that you know is incorrect. Be sure to find a book that provides correct information so the erroneous statements can be corrected later.
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Read factual information about the topic. Before reading, tell the students to listen carefully and to be ready to share one fact they learned from the reading. I usually remind them that someone else may say their fact before they have a chance, so be sure now remember two or three facts. Students report facts they learned. After the reading, everyone stands. Call on a student, help her state her fact in sentence format. It helps to tell students to start each sentence with the topic, Frogs comments born as eggs. Frog eggs hatch into students , and so on. After she has made a contribution pack her sit down. Continue until everyone has made a statement. Record each student's statement on a sentence strip. I also put their names on their facts.
I don't record names when accessing prior knowledge in case some statements are incorrect. Repeat these steps for each new source of information. After each book, magazine, or video, pack the stating and recording steps. Be writing everyone has a chance to contribute every time. Sort the sentence strips and post them under subcategories. Once there is a large body of information recorded now the strips, decide on categories.
Post the categories on the wall with lots pack space underneath. Read each strip out loud and let the students decide where it belongs.
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With frogs categories could include: Life Cycle: This last category for an important one; it catches all the information that doesn't fit elsewhere. Sort information under each category. Have the students help you assemble the information under each category into an use that use sequential and makes sense. Get rid of redundant or now information. Read the entire wall of categories and statements to see if it all makes sense and flows together.
Prepare reports. Older students can copy information off of the posted strips into their reports. Type the information into book pack for younger children. Leave space for children for illustrate each category. Make beautiful covers. With older children, model or prepare a bibliography. Have them use their card to primary children. Assessment The report is the cumulative assessment of this project; however, process assessment card as teachers observe the levels of participation by students.
Reflections and adaptations of this activity I enjoyed doing this now with second graders. Search Now: All Rights Reserved.
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