Sam reviewed the components of a paragraph to begin class. Then I modeled how to complete a graphic organizer for a paragraph. After that she completed a graphic organizer independently for a paragraph. I worked in tandem on the same writing prompt. We then visited the lab and each of us re-viewed the rubric again and typed in our paragraphs, looked at the rubric and scored ourselves. Sam had plenty of opportunities to compare the rubric to the piece and add, take away, or change anything she would like to in her paragraph. She self scored her piece of writing and we will review her scores and compare them to my scores together tomorrow. The first goal here is for her to be comfortable with a topic sentence and supporting sentences and a wrap-up sentence, as well as including the components for a high-quality paragraph. The next goal is for her to be able and comfortable with quickly planning and writing a paragraph. Specific smaller goals are to include a topic sentence, supporting sentences, a wrap-up sentence, as well as including the components for a high-quality paragraph.