After I finish grading each assessment, I ask myself the question "are there any trends that I notice in my data?" I analyze the data to determine if scholars need any re-teaching regarding certain skills.
After grading the RL5.6 assessment (how the narrator's perspective influences the way events are described) I noticed that some scholars needed more help with explaining how the quotes from the text supported their answers. Other scholars needed more support with actually explaining HOW the perspective influenced the events that were described. Still, others needed help with determining who the narrator was. Therefore, I planned a re-teaching lesson. This does not happen after each assessment, only when the need arises.
To begin our lesson, I show scholars an example of the third question from the quiz last week (Select a quote that proves your answer is correct. Explain HOW the quote supports your answer). Many scholars forgot to explain HOW the quote supports their answer. Scholars will re-read three student ECR examples from the test. An ECR is an evidence-based constructed response. This simply means that students need to use evidence from the text to prove why their answer is correct.
Once the read the examples, then they discuss in their table groups which one is strongest & why. Finally, they will make the other two responses stronger and actually add a sentence to each response. This helps scholars to identify the weakness and it gives them the opportunity to practice explaining HOW the quote supports the response. Here are scholars analyzing ECR's.
During the Teaching Strategy we quickly review how to determine who the narrator is. I model how to do this with a simple paragraph. First, I ask myself, "Is this told in the first, second or third person. If it is told in the first person, then I ask myself, who is speaking? If it is told in the third person, I ask myself, who is being followed around? Who's thoughts and feelings do we know?" I model asking myself these questions as I determine the narrator in the first paragraph.
Scholars then work on two of their own. Finally they STAND UP, PAIR UP and SHARE their responses. When they stand up, pair up, share, it gets them moving around the room. Also, this enables them to work with their friends which they LOVE to do. It is fun for scholars and therefore increases engagement and participation.
Here is an A sample of a scholars work, and below is a sample of a STAND UP, PAIR UP and SHARE:
During the Guided Practice scholars analyze three PCR examples. First they read the responses silently to themselves, then they work with their table groups to figure out which response is stronger & why. They have 4 minutes to read to themselves, then they have 4 minutes to discuss in groups.
Finally, we discuss as a whole group for 4 minutes. During the discussion I pull two friends from my cup and take three volunteers. Then, scholars have the remaining time to fix up the PCR's that need fixing.
Instead of stations today, Ms. Tipton and I run flexible needs groups. Scholars get into small groups based on need and they receive a mini-lesson based on the skill that needs more support. Scholars who are not in a flexible needs group or who are waiting for their turn pick a different part of the book Katie's Trunk to re-write. This is something fun that they can illustrate that will hold their attention during flexible needs groups.
My two rotations will cover identifying the narrator and fixing up PCR's to explain HOW perspective influences the events that are described. Ms. Tipton's rotations will include focusing on LINKING or explaining how the quote supports your answer and fixing up PCR's to include the narrator's correct perspective. Our rotation procedures are the same as usual (i.e. clap to get attention & rotation procedure). This helps keep things consistent so that scholars know what to expect and less time is wasted giving directions. Here is an example of Station Rotations.