Teacher: So now that we have read through the text, we want to look back and check for accuracy of our possible sentences. So I’ll begin
with mine. In the 17 and 1800s, teens often worked without compensation for employment. So, now, in the text the author did not
explicitly say that, did he or she? Did they? Okay, so they did not say that they necessarily worked without compensation, but would it
make sense for that time period? I mean, does it accurately describe the use of compensation? Yes?
Student: Well, I was just going to say when I was reading I saw that some children got a job and got compensated for it, but they didn’t
get the money. They gave it to their parents… Teacher: Exactly.
Student: To help with their family. Teacher: Exactly. To help with their family. Good. I like how you
went back to the text for that. So would we leave this as a possible sentence for this? Yeah, I would agree. Now, looking at the second
one: “Learning a trade or skill during the school day was a crucial part of teen education during the 17 and 1800s.” Now, this was not
necessarily accurate because in the text it mentioned that the fundamentals—math, reading, writing—that those skills were the most
important. So I’m going to have to revise this and perhaps even use one of our other words here—fundamental, you know, basics—and change
it to “Learning fundamentals during the school day was a crucial part of teen education during the 1700s and 1800s.” Now that makes
more sense with what we just read in the text, because it didn’t necessarily mention trade or skills being as crucial as the
fundamental skills. Okay, so now let’s look back through your sample possible sentences. Let’s look at this one first. And what do we
think about that one? You want to check for accuracy, see if we need to change it in anyway. Cliff, why don’t you go ahead and read that
one for us.
Cliff: “The teen activities were different from nowadays than the 1700s and 1800s. In the 1700s…”
Teacher: Oh, is… Oh, yeah, sorry. That was the end of the sentence there. So what do you guys think of this one? Is this accurate?
Students: Yes. Teacher: Was it explicitly stated in the text?
Students: No. Teacher: No, but it does. Go ahead.
Student: It talks about how, like, they did for fun, the kids did, like, barn raises and went to dances and stuff.
Teacher: So they added more details. Okay, good, but the sentence does encompass the general idea, and it does make sense. Good.
Moving onto the next one, another volunteer to read that one? Yeah, go ahead.
Student: “In the 1700s and 1800s, they had an agricultural society, not an urban one.”
Teacher: What do you think? Does that make sense?
Student: Yes. That was in the text. “America was largely an agricultural society rather than an urban society.”
Teacher: Correct. During that time period. Excellent. So nothing to change here. Moving up to this one, and Phoebe would you mind
reading that one for us?
Phoebe: “Working as an apprentice was fundamental for starting a career in the 17 and 1800s, as well as today.”
Teacher: Okay, thanks. Does that make sense? Does that work? Well, we know it make sense because we already asked that question. But
does it make sense with what we read in the text? Students: Yes.
Teacher: Okay. Did the author expressly state that? Student: Sort of inferred through the text, yeah.
Teacher: Good.
Student: It was in bits and pieces, but it all kind of came in that sentence. It all kind of comes together.
Teacher: Absolutely.
Student: There may be some, like, different words but what he…the different words that he used implied that.
Teacher: Absolutely. Good. Okay, so we wouldn’t change anything else about that sentence. Now, before I have you go back and check your
other sentences that you wrote, I just want to remind you that we want to be thinking about the connections between the vocabulary
words and the concepts that we’re being introduced to with the text. So go ahead with your partners. Go back through the rest of your sentences. Check for accuracy on them. Go back to the text if you need to support your decision.