| A | B | D | E | F | G | H | I | |
|---|---|---|---|---|---|---|---|---|
1 | Meeting Date | Shared Priority Standard | Looking at | Focus Question | Have the students achieved the standard? How do you know? | What teacher moves contributed to that? | Now What? - How do we respond for the students that need more support? more challenge? | Commitments |
2 | 11/30/21 | Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. | Student Work | I provided students a notecatcher, but I'm wondering if it supported them or took away their thinking. | 3/5 achieved the standard by earning a 3 They pulled 3 excerpts of the text to support their claim - evidence is well-chosen and demonstrates an understanding of the topic and the text I noticed though that of the 5 students, 4 of them had the same two pieces of evidence, which makes me wonder if I over-scaffolded | I did a think-aloud to model selecting evidence to support a given claim The guided practice had students work in partners to choose an additional piece of evidence The independent practice utilized a checklist that they could use to evaluate the excerpt they chose to make sure it was well-chosen | More support - Based on the guided practice, I could pull a small group of students who could not find a second excerpt and then present them with the checklist More challenge - For Guided Practice, instead of partners, all students could find one independently and then I could show on the doc cam a few examples | This week, we will all commit to formative assessment during guided practice so that we can provide a just-in-time support only to those that need the help |
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