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Why use this Station: Conferencing / Peer Editing /Independent Work strategy?
- Supports students through the writing and revision process.
- Provides time for one-on-one teacher student interaction.
- Enables peer collaboration.
- Strengthens speaking and listening skills.
- Allows for gradual release of responsibility.
Materials (ie technology access requirements, room configuration, additional resources):
- Peer Editing Guides /Directions
- Teacher’s conferencing materials
Student Background Knowledge(How familiar are students with CERCA? What prior knowledge, skills or experience should students have?)
- Familiar with the ThinkCERCA program
- Understands how to formulate an argument
- Knowledge of roles and responsibilities for peer editing
- Students should have completed a close read of the text, the comprehension check and engaged with the text (highlighted) using a age device.
- Divide the students into three equal sized groups and arrange the classroom into three distinct sections to allow for rotations.
- Clarify directions for students and provide one printed copy for each section. Set a timer for 15- 25 minutes depending on what schedule allows.
- Group A (Station 1) will be working independently on completing,
editing or revising their own CERCA argument.
Group B (Station 2) will be peer editing with designated partners
within the large group.
Group C (Station 3) will be conferring with the teacher who will
stay at this station.
- Groups rotate when timer sounds.
Group A moves to Station 2.
Group B moves to station 3.
Group C moves to station 1.
- Groups rotate for the last time when the buzzer sounds.
Group A moves to station 3.
Group B moves to station 1.
Group C moves to station 2.
Outcomes (What do students learn by utilizing this strategy?)
- Students received feedback from peers and the teacher on their written argument.
- Authentic practice in speaking and listening skills with peers.
- Exposed to peer’s ideas and writing to help support and scaffold their own writing.