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?
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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?
- Look at more complex text
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?
- Provide think-aloud questions
- Emphasize tying in the problem and solution
Where would you go next instructionally with the class?
- Model what you’re looking for and how to go about the process of locating information
- Teach the students to find the main idea in texts wherethe main idea is right there and in those where you have to infer
- Help students identify main idea through questions:
What do you think this article is about?
What is the author trying to tell you about this topic?- Teach students what’s important by putting information together from text features such as title, subheadings, pictures, captions, and maps
- Ask the students to verbally summarize
Is it an issue of getting it on paper or comprehending the 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?
- Find out if the student comprehended the article by asking questions
- Model a proficient writing response, highlighting the areas that she lacked
- Have student focus on tying the whole article together
