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

  • Answers part of the question by stating that it is a good title
  • Breaks down the meaning of the words in the title
  • Identifies the main idea

What does the student still need to learn?

  • Could have pulled out another supporting detail that would have proved that ravens are smart birds; “...a sentence in the text says that copying sounds may not be a sign of being smart.”

Where would you go next instructionally with this student?

  • Check to see if the student comprehended the text by talking with him. Ask, “What would be another supporting detail that you could use in your response?”

Where would you go next instructionally with the class?

  • Have the whole class reread the article. Write the title on the overhead and ask students why this is a good title. Put their ideas together in a paragraph.
  • Read aloud the paragraph that was confusing because students could draw the wrong conclusion that making sounds is a sign of smartness.
 

Middle Classroom Response

image of student response

What did the student understand?

  • Says that ’Brainy Bird’ is a good title

What does the student still need to learn?

  • Needs to fully understand the third paragraph

Where would you go next instructionally with this student?

  • Have him read the paragraph that was confusing. Say, “Tell me about what you just read.”
  • Re-teach supporting details
  • Cue the student so they know what the question is asking for
 

Bottom Classroom Response

image of student response

What did the student understand?

  • (not addressed)

What does the student still need to learn?

  • Needs to support why he said that Brainy Birds is a good title

Where would you go next instructionally with this student?

  • (not addressed)

Where would you go next instructionally with the class?

  • Model
  • Reread together
  • Have them underline good supporting details, bring their ideas together on the overhead, talk about it, and then come up with a good paragraph
  • Have them find the topic and then the main idea. Ask, “What is this article about?” Then ask, “What’s the author saying about the topic?”
 
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