Students, for the most part, wrapped up their reading, noticing, and noting for the three texts and we moved on to the next minilesson. This lesson was to help them organize their thinking and push it a bit further, in order to determine their claim, what they had to prove in their essay. Each student chose the story they wanted to use to write their TDA and even though they have strong partnerships, they did not need to choose the same story as their partner. They know enough about all three stories that they can still be a support but have the choice that keeps them engaged.
I realized after the first class that I made a huge mistake by showing them the final product of my thinking work and not modeling the work. To say they were lost and confused is an understatement and I realized I was spending way too much time conferring with kids who were off task because they did not know what to do.
So I did what I should have done the first time and did the work right in front of them and the results were much better!
Here is a selection of graphic organizers created by kids in order to prepare their claim and how they will support it. Notice that they created their own organizer in order to determine what they would use and what they needed to prove. Next we will be ready to start writing!!!
3 thoughts on “The Adventures of TDA: Chapter 4”
I am so very proud of all the hard work that you have done with my scholars and how they have stepped up and proved their thinking.
Thank you Elaine…I am so grateful that you invited me in. I have been learning so much right along with them. Their attitude and engagement in this work has been so incredibly positive. I love how hard they are working to grow as readers and writers 🙂