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: What additional relevant information could be added to the article, "Swimming with Sharks", that would be helpful to the reader to better understand the development of shark repellant? Explain using support from the text. (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?
- Talk to her about paraphrasing
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?
- Work on paraphrasing
- Work on focusing on one idea
- In a small group, ask literal questions about the text like, “what happened after that?”
- Determine if she understood the article and then move to what the question was asking
Where would you go next instructionally with the class?
- Use the word “important” instead of “relevant.” What is the important information?
- Create a T-chart to allow them to put down their interesting and important ideas
- Hone in on exactly what we are doing and what the question is asking
- “Then go back to the text and pick out the information that would be absolutely necessary to the development of shark repellent.”
- Check to see if they have understood the text
- Build vocabulary and their background knowledge about Eugene Clark and her research
- Have students place a sticky-note whenever they have questions they are left with after reading a paragraph
- Review the sticky-note questions with the class. Then they can separate the sticky-notes that answer the question from those that are interesting facts.
- Work in a small group to break the article into smaller portions to be sure they comprehend 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?
- Hold him accountable for completing the article; work in a small group to ask one-to-one questions for getting him involved
- Ask him, “Where did it begin not to make sense to you?”
- Work with him individually; move him through the story; ask the right type of questions to make it more interesting
Where would you go next instructionally with the class?
- Make transparencies of student papers that represent proficient and not proficient responses
- Ask, “What did this paper have that this one didnt have?”
- Use this question again with a different text
