1. In what types of writing are the students engaged?
Students were engaged in writing predictions, experimental results, summary statements, learning from their reading, making a claim supported with evidence from the experiment and text and metacognitive prompts.
2. The teacher provided a template of a data table, but did not write the items in the template until students reported on an item. Why do you think the teacher chose this method for student reporting?
It is important to help students become independent thinkers and not just copy from the board. This method also keeps students engaged because they do not know what the next item might be—so they have to pay attention to their data and the data that their classmates are reporting
3. After the students did the experiment with the magnets and objects, the teacher provided a sentence frame for the students to use in reporting their finding. When the teacher asked students later in the lesson to complete in writing a claim and evidence statement (W5.1), she also used a sentence frame. How did the first sentence frame help students articulate their ideas during the writing claim and evidence task (W5.1, W5.4, W5.8)?
The teacher linked the two frames so that data from the experiment could be incorporated into the final claim and evidence statement
4. There were several metacognitive writing prompts. Where did you observe them? How would the studentsí writing to these prompts help them write a better claim and evidence statement?
Metacognition helps students understand what they know and what they still have questions about. One prompt was given at the end of the experiment. Another was given at the end of the learning sequence. Each prompt allowed students to express what they knew-thus solidifying the learning, and also to pose questions or ponderings for what they want to know more about