InstructionSearch
Formative Tools

Reading: Informational, Grade 3: Objective 2.A.4.c: Discussion 1
Student Response, 1st Classroom
Return to Discussion

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: Why is “Brainy Birds” a good title for this article about ravens? Use information from the article to support your answer. (Acrobat)

Top Classroom Response

image of student response

What did the student understand?

  • Stated whether it was a good title
  • Gave two reasons why this was a good title; mentioned that the brain is bigger than a chicken's and that the raven picked up the clothes
  • Shows that he comprehended the text

What does the student still need to learn?

  • (not addressed)

Where would you go next instructionally with this student?

  • (not addressed)

Where would you go next instructionally with the class?

  • Ask him to give more reasons as to why it's a smart bird
  • Use a higher level text
 

Middle Classroom Response

image of student response

What did the student understand?

  • States that it was a good title
  • Gives one reason as to why he thought the raven was a brainy bird

What does the student still need to learn?

  • Needs to offer more support for his answer by finding other ways the that the raven shows that it is a brainy bird

Where would you go next instructionally with this student?

  • Ask him go back to the article and look at each paragraph. Ask, “Is there anything in that paragraph to support the topic?”
  • Conference with him and ask him to reread the paragraph. Take the paper away and say, “Tell me what you just read.”

Where would you go next instructionally with the class?

  • Web the details so that proficient students could become even better at it
  • Go back into the text with those students who need more support. Pick out paragraphs and ask, “How does this show that he is a brainy bird?” Web their responses.
  • Give them a chance to revise their work
  • Underline anything that would support it being a good title. Then have them paraphrase it, and put it on paper
  • Elaborate on one idea - sticking with one thing
  • Underline and go back to check the text, then paraphrase
  • Prioritize text support
 

Bottom Classroom Response

image of student response

What did the student understand?

  • Stated that it is a good title

What does the student still need to learn?

  • Needs to be specific in their answer to show that they have read the passage
  • Needs to provide support

Where would you go next instructionally with this student?

  • (not addressed)

Where would you go next instructionally with the class?

  • Reread the passage with the whole group and ask, “Is this a good title? What information from the article will support our answer?”
  • Web the support and prioritize the information
 
Return