In the classroom The more successful teachers provided for extensive and success- ful practice, both in the classroom and after class. Independent practice should involve the same material as the guided practice. If guided practice deals with identifying types of sentences, for example, then independent practice should deal with the same topic or, perhaps, with a slight variation, like creating individual compound and complex sentences. It would be inappropriate if the independent practice asked the students to do an activity such as "Write a paragraph using two compound and two complex ing ilist of the main article. It overlaps with, and offers sentences," however, because the students have not been ade- quately prepared for such an activity.

Certainly! It looks like there are some typographical errors and formatting issues in the text you provided. Here's a revised version with corrections for clarity and coherence: --- **In the Classroom** The more successful teachers provide extensive and successful practice opportunities, both in the classroom and after class. Independent practice should involve the same material as the guided practice. For example, if guided practice deals with identifying types of sentences, then independent practice should address the same topic or perhaps include a slight variation, such as creating individual compound and complex sentences. It would be inappropriate for the independent practice to ask students to perform an activity like "Write a paragraph using two compound and two complex sentences," if the students have not been adequately prepared for such an activity. Ensuring that independent tasks align with what has been taught during guided practice is crucial for effective learning. --- **Key Points to Consider:** 1. **Consistency Between Guided and Independent Practice:** - Ensure that the skills practiced independently directly build upon what was covered during guided practice. - For instance, if the guided practice focuses on identifying sentence types, the independent practice should reinforce this by having students create similar sentence structures. 2. **Gradual Increase in Complexity:** - While it's beneficial to introduce slight variations in independent practice, such as moving from identifying to creating sentences, ensure that students are ready for this progression. - Avoid introducing entirely new or significantly more complex tasks before students have mastered the foundational skills. 3. **Adequate Preparation:** - Before assigning independent tasks, make certain that students have been sufficiently taught and practiced the necessary skills during guided sessions. - This preparation helps prevent frustration and ensures that students can successfully complete the independent activities. 4. **Feedback and Support:** - Provide timely and constructive feedback on both guided and independent practice to help students improve and build confidence. - Be available to offer support and clarification as needed during independent work. By aligning independent practice with guided activities and ensuring students are well-prepared, teachers can enhance the effectiveness of their instructional strategies and support student success.