Cloning - Good or Bad

Student Reading Sample: 3rd Grade - Response to Literature

The Task

Student Sample Transcript

Cloning - Good or Bad

Scientists have just cloned a sheep! This amazed the world in february. Then scientists got ideas . ...They thought that after this amazing discovery they could clone cows and birds and rabbits ...and humans! Scientists think it is a brakethrough in mankind but others are agenst it. Even the Pope! Lots of kids say that it is cool to someday have another you! But adults that are not scientists are again completly aganst it.They think it might cause problems and complications between the two. Some adults that I asked explained their disagreement by saying that everyone is uniqe and it is not good to duplacate one’s uniqeness. Half of me as well as thinks that it is not a good idea but my other half is O.K. with it. I don’t know what is right I’m only a kid. If scientists were to clone endangered species - I’m all for it but as far as humans I haven’t made up my mind yet.

Students wrote daily entries on a variety of topics in their writer's notebooks. "Cloning" was written in response to a newspaper article.

What the work shows

As an unedited entry in a student’s writer’s notebook, “Cloning” represents an authentic, self-generated response to a newspaper article. It demonstrates the student's understanding of the article and expresses a thoughtful, ambivalent position on a current and controversial issue.

Strengths of this student’s Reading Response

  • The student begins with a clear summary, stating key points of the article.
  • The student goes beyond just retelling by giving his own and others’ opinions about cloning in an authentic writer's voice.
  • The student correctly uses such conventions as exclamation points and ellipses to convey voice and strengthen this response.

Teachers will

  • Establish a 30-minute daily Language Skills Block.
  • Establish a daily one-hour Reader’s Workshop and a one hour Writer’s Workshop.
  • Create a classroom environment that supports Reader’s/Writer’s Workshop.
  • Support students as they reflect and articulate on how to become better readers and why reading is significant and valuable in life.
  • Develop mini-lessons where students learn how to use the early reading strategies needed for improving reading ability and understanding.
  • Use frequent assessment to guide instruction.

Independent Reading

  • Develop mini-lessons on how to select books for independent reading.
  • Hold one-to-one reading conferences consistently with students.

Guided Reading

  • Select and introduce texts.
  • Observe and listen to students while they are reading.
  • Teach specific skills after they finish reading.
  • Help students in to expand their understanding of text.
  • Provide word work.

Literature Study

  • Offer book talks that engage the students’ interests.
  • Demonstrate routines that enable foster good group discussions.
  • Create charts during or at the end of the discussion that make the learning visible.
  • Introduce and model various structures for responding to literature.

Speaking, Listening, and Viewing

  • Work collaboratively with the media specialist to integrate technology into the curriculum.
  • Provide opportunities for students to prepare and deliver individual presentations.