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 “A Lifeline for Lions.” (Acrobat)
Top Classroom Response
What did the student understand?
|
What does the student still need to learn?
|
Where would you go next instructionally with this student?
- See how she summarizes other types of text
“see how she would do with a more complex text or a text with different structure”
Middle Classroom Response
What did the student understand?
|
What does the student still need to learn?
|
Where would you go next instructionally with this student?
- Ask him to support his statement
“Many people have volunteered to help.” Ask, “How do you know that?”- Explain the need to cite details, give specifics
- Show how to support general statements
Where would you go next instructionally with the class?
- Ask questions to check whether they understood the article
“Did they stop writing because they didn’t want to write any more or because they didn’t understand?”
Bottom Classroom Response
What did the student understand?
|
What does the student still need to learn?
|
Where would you go next instructionally with this student?
- Tell him what I was looking for in a summary
- Show an example of a summary with highlighted text; color code the text
“... highlight the important parts so the student can see where the problem is identified with the details ...”- Show a model of what you are looking for in a summary
“...does he know what you want from him when you say ‘summarize’?”- Do a ‘think-aloud’
“ ... go back to the text, show them, pull out the points, paraphrase”
