Reflection: Data Analysis Assessing Key Details with Unfamiliar Text - Section 4: Independent Writing


How did my students do with this informal and authentic way to assess whether they can identify the key details in a text?

There are many interesting points to make about their independent task. First, most of the students were on task, though I did need to redirect a couple of them because they were talking or looking up at the ceiling. I thought my students would do great with this task because of the time we have spent reviewing the parts of a literary text and the amount of time I have spent in this unit reading them books aloud and helping them hone in on key details.

One trend I saw was that most of the students did not finish within the allotted time. Students were able to identify the title, author, illustrator, the characters, and the setting, but the problematic areas were figuring the problem and solution. What this tells me is I need to spend more time re-teaching how one goes about finding the problem and the solution in a story.

Here are some thoughts on individual student work samples:

  • Sample 5 shows most of the key details, except the solution. I like how the student organized their work and used their own way of creating a story map. It was very clear.
  • Sample 7 is interesting because it labels the setting as, "outside." This is the first time this label has come up with my students this year. I have talked to them about how to be more specific and describe where the outside is. I will need to follow up with her to help her be more specific. I do think she did a good job organizing her work, though.
  • Sample 6 shows most of the key details. I was happy to see this student do as well because sometimes she struggles. The solution needs elaboration, but, again, I liked how she organized her work.

Overall, I enjoyed looking at the different ways my students created the story map. Some used pictures with words and sentences to mix it up. Even though I appreciated how they organized their work, I am thinking I will give them a story map template next time to allow the focus to just be on honing in on the key details.

I am thinking too that, after having the opportunity to identify the key details, another writing time could be spent recounting their story, with a focus on identifying the problem/solution.

Additionally, while I orally listed the key details they needed to identify, I think it would be a good idea to give them a rubric withe key details listed. It's something to think about.

  Data Analysis: Reflecting on Their Performance
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Assessing Key Details with Unfamiliar Text

Unit 19: Relationships
Lesson 6 of 6

Objective: SWBAT identify the key details of unfamiliar literary text.

Big Idea: Good readers can apply known information to new situations.

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what story will you choose
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