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
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?
- (not addressed)
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?
- Focus her attention on getting the details to support what she is saying
- Conference with her to let her know that she did not include enough information
Where would you go next instructionally with the class?
- Model how to go back to the article to find support. Have them underline and discuss what they found
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?
- (not addressed)
Where would you go next instructionally with the class?
- Model how to find supporting details that go with the main idea. Ask, “What are the best details that would refer back to the main idea?”
- Have them reread the text before they write their answer
- Have them highlight parts of the text
