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: Write a summary of the article, “Follow That Horse”. Use information from the text to write your summary. (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?
- Use the response as a tool for the students;
Ask, “What was the message that seems to be missing?”- Ask them for the author’s purpose for writing this article
- Ask, “What information is the author trying to give you?”
- Use a think aloud starting with text features. Then make predictions such as, “It looks to me like this article is going to be about ...” Then, as they’re reading, ask, “What ideas relate back to the main idea? What’s the message here? What’s the author trying to tell us?”
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?
- Check to see she knows the difference between a summary and retelling
- Look at the subtitle and text features to try to get her to the main idea
Where would you go next instructionally with the class?
- Teach students to differentiate between types of text
- Have students distinguish the author’s purpose to determine type of text
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?
- Ask him to summarize orally
- Ask, “Did you read the entire text? Did you include details related to the whole article?”
