6.2

6.2
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  • Teacher
  • So instead of writing "My cat jumped", I would write "My fat silly cat jumped from the couch to the kitchen table!" 
  • Students
  • Should I say something?
  • Text
  • I have read this book a million times! I love it!
  • I've never read this book!
  • In my small group of 3 students, I modeled how to stretch a sentence out by adding more details to it. 
  • Context
  • What would be the effect of your teacher's dog coming inside her house after it played in the mud and got all dirty?
  • During my whole group discussion, there were two boys in the back of the group sitting on the floor becoming restless. I regret not telling them to sit up and pay attention, but at the time I felt uncomfortable getting on them since it was not my class. I do wish that I had because my CT noted it in my evaluation. 
  • Task
  • I wrote, "The grumpy bird flew into a window because he thought he saw a cat eating an ice cream cone inside the house". 
  • I felt like I had chosen the right kind of book. Some of the students had read it, while others hadn't. It was short, but kept the students' attention. They seemed very entertained by it. 
  • 
  • Mrs. Mangas would not be very happy!
  • After I read the book, we discussed different causes and effects that could happen in real life so that the students could make a connection.
  • Her house would get all dirty from the dog!
  • With my small group, I found out that one of their weaknesses was adding detail to their sentences. I gave them a boring sentence and allowed them to add any kind of detail to it to stretch it out. A boy made his silly, but the lesson got across to them! 
  • 
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