Each teacher was asked to bring three papers to the discussion — one in the top of the class performance, one in the middle, and one in the bottom of the class performance. Papers were chosen before the team defined proficiency. After defining proficiency, teachers often changed their minds about how they ordered their papers. The online discussion will make that clearer.
Question: Summarize the article “Why Are Sea Otter Populations Declining?” (Acrobat)
Top Classroom Response
What did the student understand?
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What does the student still need to learn?
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Where would you go next instructionally with this student?
- Select more sophisticated reading passages
Middle Classroom Response
What did the student understand?
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What does the student still need to learn?
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Where would you go next instructionally with this student?
- To determine if he understood the relationship between fish and mammals, ask, “What do killer whales feed on?”
- Give the student a chance to revise the work
Where would you go next instructionally with the class?
- Work through the passage sentence by sentence to break it down focusing on how to bridge ideas
Bottom Classroom Response
What did the student understand?
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What does the student still need to learn?
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Where would you go next instructionally with this student?
- Have a conference and ask him to reread the article
- Take him through the steps for finding the main idea and summarizing
Where would you go next instructionally with the class?
- Highlight and sequence essential information
- Use a graphic organizer to show how things are related
- Have them look at models of solid responses
- Show how these species are dependent on one another
