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Liz L(Nov 07 2021 10:23AM):
These students are all trying to meet expectations which they don't seem to understand. Perhaps using explicit learning targets and providing some samples would help them to move forward. We will go over this in the next session.
Brianna M(Dec 01 2021 10:31AM):
preassessment
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Agreed! This was a pre-assessment to determine what students already knew. No learning had gone on and no learning targets were presented, just a check-list to get an idea of prior knowledge and a mentor text to give the students who might have familiarity with the genre some ideas of what they might include. Throughout the unit more specific learning targets and explicit instruction was given. The post-assessment reflects their better understanding.
Liz L(Nov 07 2021 10:21AM):
There is some specificity here. The student tells us what they discussed and tells what was said even if it's not dialogue.
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The students might benefit from some samples that show them how to include dialogue. This student could then add dialogue to this text.
Liz L(Nov 07 2021 10:25AM):
The first step might be to ask questions that help the student to get his ideas together. You could ask: How did you know he was happy? How did he look, or what did he do/say? What game did you play? Can you tell what happened while you were playing?
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Finally, why do you like playing with this friend?
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Agreed! This was a pre-assessment to determine what students already knew. No learning had gone on and no learning targets were presented, just a check-list to get an idea of prior knowledge and a mentor text to give the students who might have familiarity with the genre some ideas of what they might include. Throughout the unit more specific learning targets and explicit instruction was given. The post-assessment reflects their better understanding.
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The students might benefit from some samples that show them how to include dialogue. This student could then add dialogue to this text.
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Finally, why do you like playing with this friend?
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