Related Resources Young or inexperienced writers need to both observe knowledgeable writers at work and participate in writing events in authentic and well-supported ways. Shared writing lessons will allow you to both model and actively engage students in the writing processes that they most need in order to improve their writing. Research Basis Students learn the forms and functions of writing as they observe and participate in writing events that are directed by knowledgeable writers, particularly when these events are followed by opportunities for exploration during independent writing. When clear and targeted modeling of the ways in which writers work is presented by teachers and co-constructed with students during collaborative, rich discussion, learners develop understanding of the purposes, intrinsic motivation, and techniques of writing.
Write the word name or expanded form. Present tense verb Write the past tense form. Definitions of key vocabulary Write the correct term.
Partner Pass Pair students of similar abilities and give each pair one dry erase board and a marker to share. Next, give them a set of task cards with questions or assign a page of problems from a textbook. Be sure to provide an answer key for the assignment.
As they complete the assignment, students take turns being the Recorder or the Coach. The Guided writing and shared writing activities checks the answer with the key and they switch roles for the next task card.
To see an example of an appropriate set of task cards for this activity, download the Subject and Predicate Task Cards. You can create your own task cards using the blank task card template from Teaching Resources.
Starter ideas are included in the side bar. Pairs Compare For Pairs Compare, both students will need their own dry erase board and a marker. Create pairs of students with similar abilities and provide them with task cards or a textbook assignment as described above.
Both students work the first problem independently without talking. They place their boards face down when finished.
When both are ready, they flip their boards face up, compare answers, and discuss solutions. They check their answer with a key or use a calculator to check math problems. Showdown For Showdown, students should be seated in cooperative learning teams. The task cards are stacked face down in the middle of the team and students rotate the role of Leader.
The Leader flips over the top card and all students silently solve the problem or write the answer on their dry erase boards. They turn them face down to show they are ready. You can find a page of kid-friendly Showdown directions on Teaching Resources.
Showdown Team Management Tips Teams of four are most effective for Showdown, but teams of three or five will work as well. Teams can be created as mixed-ability groups or similar-ability groups. However, if your mixed-ability teams vary greatly in skill level, please be sensitive to the need of your at-risk students.
In my experience, these students get really frustrated with Showdown if they are the only one getting the problem wrong. If this seems to be happening, you may want to pull those students out to work with you in a special group or allow them to work with a tutor or assistant at this time.
Another solution is to regroup the entire class into similar-ability teams and differentiate with leveled task cards. Small Group Instruction Dry erase boards are great for working with kids in small groups.
Keep a stack of boards along with a box of markers in the middle of your small group table. When you ask a question or pose a problem, have students jot the answer down on their boards before sharing with the group. This step keeps everyone on task and serves as formative assessment while you are teaching a new skill.
The tutor can write a problem or question on the board and watch closely as the student solves the problem or responds to the question. The level of difficulty can easily be adjusted for each new task according to how the student responded to the one before it.
Learning Centers Many center games involve recording answers or solving problems; for example, math games often require students to solve a problem before they can move their marker or cover a space on a game board.
Dry erase boards are terrific for these activities because they save paper and allow students to correct their mistakes easily. When assigning students to work with a buddy, have them use Partner Pass or Pairs Compare to provide structure and individual accountability.
How do you use dry erase boards for guided practice? Share in the comments section!vii A Guide to Effective Instruction in Writing, Kindergarten to Grade 3, is designed to provide classroom teachers of Kindergarten to Grade 3 with practical approaches and resources for delivering an effective writing program.
Guided reading is 'small-group reading instruction designed to provide differentiated teaching that supports students in developing reading proficiency'. The small group model allows students to be taught in a way that is intended to be more focused on their specific needs, accelerating their progress.
Writing Activities. Young learners building their literary skills will benefit from both group and individual writing activities. Collaborative writing activities like recipe and story crafting bring students together to constructively critique grammar and spelling.
Guided Reading (Kindergarten) Each guided reader is fully animated to engage your child's attention. A complete phonemic and syllabic breakdown of every word in the stories is provided enabling each child to decode the written text working alone or in small classroom groups.
Dry erase boards are one of the easiest ways to keep kids engaged in every lesson. In Dry Erase Boards: Part I, I shared where to obtain enough boards for all your students and how to use them for whole group instruction..
In this blog post, I’ll share guided practice strategies for using dry erase boards. Comprehension is the understanding and interpretation of what is read. To be able to accurately understand written material, children need to be able to (1) decode what they read; (2) make connections between what they read and what they already know; and (3) think deeply about what they have read.