informational essays citing text-based evidence. Students reviewed the components of good essays as well as the elements and characteristics of informational essays citing text-based evidence. Students discussed why it was important to memorize the strategy and then reviewed the components of the TONES mnemonic. The teacher displayed the TONES poster as well as the How to Cite poster.
The students were then asked to watch and listen as the teacher explicitly modeled the entire process of receiving the texts and prompt to completing a drafted essay. The teacher provided the students with opportunities for input throughout the process to keep the students engaged. The teacher explained that he would use the strategy they were learning to complete his essay. He asked students to look at the prompt as he read it aloud. He then read the associated source texts and modeled taking notes and highlighting sections that were related to the two separate content prongs of the prompt. He asked students to rate the quality and clarity of his notes. After completing the reading, the teacher created a TONES organizer. He modeled notetaking to complete the TONES organizer. After making notes and checking those notes for completeness against the list of essential genre elements and characteristics for the informational genre citing text-based evidence, the teacher began drafting his essay. He worked from his notes, section-by-section, printed clearly on the paper so students could observe, and crossed off each note on the graphic organizer as it was completed. He sometimes asked students what to do next
conclusion, the teacher checked for academic vocabulary and transition words. He asked students to identify additional opportunities to include academic vocabulary from the source texts or transitions words to support the flow of the paper.
Throughout the entire lesson, the teacher offered a verbal think aloud for his writing process that supported students in joining him on the journey of success. At times the teacher allowed the students to offer input into the process. Thinking aloud may reduce the ambiguity associated with complex writing tasks, making writing in the genre a clear and achievable skill. Also ongoing throughout the writing process was use of self-talk for a variety of purposes such as to maintain motivation, celebrate successes, determine what to do next, and cope with any negative thoughts about the challenges of writing such as frustration and fatigue. Self-statements directed toward the aim of problem definition encourage students to explicitly state the task at hand. The teacher defined the problem (e.g., “What am I being asked to do? I need to address these two topics that were mentioned in the prompt. I’ll make a note about those.) As reading
and then writing about task is cognitively taxing, self-statements were used to maintain motivation across the duration of the process. The teacher used self-statements to support motivation while reading, notetaking, and drafting his essay (e.g., “I’ve already read the first essay. Only one to go!” “I already found great evidence for the first topic. That will really teach my reader something!”). Self-statements can be used to encourage self-evaluation in using the
strategy and including genre elements. The teacher used self-statements to model ongoing self- evaluation (e.g., “Let me see if I have all my parts. Did I add transition words and academic vocabulary?” “Have I checked my work?”). Self-statements can also be used to provide coping
statements, stating present feelings and responding to them in a constructive way that honors the negative feeling, but offers an encouraging solution. The teacher used self-statements to cope
with challenges he faced during the writing process (e.g., “My hand is tired. This is a lot of work.
At least, if I use my strategy, I know I’ll write a strong informational essay. Then my hand can have a rest!”).
Following the creation of the drafted essay, students were introduced to a method of self- evaluation that involved graphing. Each student had a graphing sheet with six synthesizers displayed. The synthesizer illustration included: six adjusters, four knobs, and six notes that hovered above. The six adjusters were used to record the author’s use of a hook, followed by the
five elements of TONES. The four knobs were used to record instances of transition words. The six notes that hovered above were used to record use of academic vocabulary. The teacher modeled using the synthesizer illustration to find each detail in the essay, underlined or circled the example in his essay, and then colored in the corresponding detail on the synthesizer. The teacher explained to students that they could go back and add anything to their essay should they notice they were missing elements after graphing was completed.
Following the instruction on using the graphing synthesizers, the special education teacher asked students to turn to the self-statements sheet in their folder where they found blank spaces for things to say to themselves (a) to get started, (b) while they work, (c) when something is hard, and (d) to check their work. The special education teacher asked students to recall how he spoke to himself during the modeled lesson. Following a brief discussion for each way of using self-statements, students were asked to write down at least two examples that they could use while they were writing independently. Students were encouraged to use the examples the special education teacher used or examples from other students if the content resonated with them. He then asked the students to keep this list in their writing folder for future use.
The final step of Lesson 3 prior to the closing was adopting goals. The special education teacher asked students to turn to Goal Sheet A provided in their writing folders. The teacher pointed out the goal that everyone would share, to use each step of TONES when writing an informational essay citing text-based evidence. The special education teacher then reviewed the other goals that were listed, I will: (a) add more academic vocabulary to my essay, (b) cite more evidence to prove my topic, (c) start every essay with an engaging hook, (d) explain why my evidence proves my answer is right, (e) use more linking/transition words to make my writing flow, and (f) write a strong ending that restates my topic and summarizes my evidence. At the bottom of the sheet were two blank spaces provided for students who had goals that were not listed. Students were asked to choose or write in one or two goals that they would use when writing their own essays.
To close the lesson, students reviewed the components of good essays as well as the elements and characteristics of informational essays citing text-based evidence. Students reviewed the components of the TONES mnemonic and were informed that during their next instructional meeting, they would be assessed on the TONES mnemonic and what makes a good informational essay citing text-based evidence. Then all materials were collected.
Lesson 4. This lesson was a collaborative model of the entire task from beginning to end