Invite students to make this connection by explicitly highlighting the utility and relevance of each activity to the learning target. Multiple Means of Engagement (MME): Continue to provide additional support in linking the information presented back to the learning target.Match students' abilities and the demands of the writing task by offering alternatives for students to express their ideas (e.g., partial or full dictation during independent writing). Multiple Means of Action and Expression (MMAE): Continue to support students' ability to appropriately express knowledge about the content by varying the options for composition and communication.Multiple Means of Representation (MMR): Continue to reduce barriers to metacognition in this lesson by providing a visual reminder of the focus for each activity.During Work Time B, consider providing an outline for students to organize Proof Paragraph 1 and make connections between the information on the research note-catchers and information they need to include in their paragraphs.Provide a word bank for support (e.g., for example, for instance, additionally, furthermore). Challenge students to use varying linking words and phrases to expand their sentences during Work Time B and to connect evidence that supports their first point.The group can begin writing as an interactive writing experience and finish independently. Consider working with a small group after working with the class and help them create their paragraph together. Additionally, they may find it challenging to follow the problem and solution structure of the proof paragraphs, as it deviates from the structure of previous Painted Essay models.
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