Students write sentences in teams first, then individually. Partners check each other's sentences. Students are given daily expectations about the number of activities to be completed, but they can go at their own rate and complete the activities earlier than planned, creating additional time for independent reading. Student dyads learn how to integrate word definitions with their own ideas and how to evaluate and refine their sentences using criteria for meaningful sentences. Usually, teachers spend several months modeling this phase through whole-class presentations.
Students then practice writing meaningful sentences in teams, then with partners, then individually.
Individuals Students are given a comprehension test on the story, asked to write meaningful sentences for each vocabulary word, and asked to read the word list aloud to the teacher. Students are not permitted to help one another on these tests. The story line and events in the selection determine the point at which these comprehension skills are taught in context. Students work closely with the teacher and in teams through writing, rewriting, revising, and editing activities until they are comfortable enough to use the writing process on their own. During independent reading activities, students are asked to read a book of their choice every evening for at least 20 minutes.