Game Day - Review & Re-teach text structure
Lesson 12 of 12
Objective: SWBAT compare and contrast the overall text structure of 2 or more texts
Today's lesson is a review/re-teaching lesson. After each major skill-based assessment, I always spend a day reviewing/re-teaching after the test. The reason for this reflection/re-teaching is so that scholars can have the opportunity to know what they did and how that can be improved. I like to think about the Business Model PLAN, DO, CHECK, ACT. I PLAN & prepare lessons and objectives that will move us forward to attain our goals. In the DO stage, scholars and I implement the plan to attain our goals (or objectives). Then, in the CHECK stage we assess to see our progress toward those goals (that is what Game Day is all about). Finally, we ACT or optimize the plan by reflecting on our progress toward the goal and setting new goals based on where we are. Part of reflecting on the progress toward the goal is knowing where you are, how you got there and what you can improve upon next time. This lesson is all about the ACT stage.
My materials manager passes out tests to scholars. Scholars reflect on 2 questions: 1. What did I do well on and 2. What can I improve upon next time. Here is a picture of Students reflecting on performance. I may model thinking aloud for some scholars who need some help getting their thoughts in order. I might say something like, "I identified the correct text structure for both of the texts. I lost points on my PCR because I forgot to include a closing sentence. I need to work on more clearly organizing my writing."
I give scholars 4 minutes to go back and re-read their assessments. I like to leave comments for them in the margin so they do need a bit of time to read the feedback. Then, I give scholars 1 minute to jot down what they did well and what their goal is to improve today. Here is a Student notebook stating what they did well and what they can work on. Scholars have 30 seconds to share with a friend sitting next to them. Then, I take 2 friends from my cup to share what they did well and finally I take volunteers to share their goal for the day.
While scholars reflect on what they did well/what their goal is for today, I circulate to scholars who I know will need more support at determining a reasonable goal for the day. For example, if a scholar does really poorly on the assessment, I will go to them first to help them narrow down a good skill to target for practice today.
After analyzing the tests, most scholars lost points of their PCR's. Most of this was because ideas were not developed enough or they forgot opening/closing sentences. Therefore, I target improving this skill during the teaching strategy.
Scholars analyze two anonymous PCR responses (PCR examples to review and reteach RI5). I type the responses to preserve the anonymity of the authors. Scholars read the responses and describe how the responses are strong and what could be improved upon and HOW they might improve the response.
I model how to do this on my visualizer so that scholars can see how I mark the paper and code strengths and areas for improvement. Then, I put scholars on the clock to mark the paper with their partner who is sitting next to them. Here is a Scholar reading & marking student PCR. **If scholars need a stretch break, I may have them move into post-it note groups.
During the guided practice, table groups take the second response and they make it stronger by Re-writing PCR on dry erase boards. Each scholar has a dry erase board & a marker. When the entire group has the response re-written, then they get a treat (this could be an addition on their paycheck, a positive PAW or a mini-marshmallow). Giving some sort of incentive makes this a bit more fun. I like to have ALL scholars write on dry erase boards to increase engagement and maximize practice for all. Scholars have 20 minutes to improve the response. Here is an example of one of the Re-written PCR's.
During this time in the lesson, scholars fix their assessments. Here is an example of one Scholar fixing up their PCR from the assessment. If scholars received 100% on their assessment, they become the "checker" as scholars finish, they bring their assessments to them and the "checker" says what they did well and what, if anything they continue to work on. As scholars finish, they read the books in their book baggies.
My ELL co-teacher and I pull small groups of scholars during this time. She pulls the group of scholars who need more support analyzing the overall text structure. I pull a small group of scholars who need help developing their PCR's and adding evidence to support their response.
This is the most important time during the lesson. If any sections need to be cut short, take time from the guided practice. Independent practice & small group rotations are the MOST important part of this lesson because individual needs are targeted and re-taught at this time.