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Alaska Greenhouses Phase 2 Discussion Part 2 March 23rd .mov

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Ms. Agosto's kindergarten students use the conversation rubric to rate their participation.

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Ms. Agosto's kindergarten students use the conversation rubric to rate their participation.

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Ms. Agosto's kindergarten completed rubric for group discussions.

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Ms. Agosto's kindergarten completed rubric for group discussions.

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Ms. Johnson's remote second grade class student reflection. 

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Ms. Johnson's remote second grade class student reflection. 

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Modified remote engagement hand signals for online instruction.

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Modified remote engagement hand signals for online instruction.

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Ms. Scarpulla's fifth grade students annotate the text with their ideas after their discussion. 

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Ms. Scarpulla's fifth grade students annotate the text with their ideas after their discussion. 

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Ms. Scarpulla's fifth grade students have multiple opportunities to reflect on their discussions across the content areas throughout the day.

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Ms. Scarpulla's fifth grade students have multiple opportunities to reflect on their discussions across the content areas throughout the day.

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Ms. Scarpulla's fifth grade student reflects on the group discussion.

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Ms. Scarpulla's fifth grade student reflects on the group discussion.

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 Ongoing Agenda AP Problem Of Practice Point Meeting 2020-2021

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Ms. Lu modified the rubric with child-friendly language and images for her  third grade students. 

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Ms. Lu modified the rubric with child-friendly language and images for her  third grade students. 

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Ms. Lu created role cards with prompts to help her students engage in the spider web discussion protocol.

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Ms. Lu created role cards with prompts to help her students engage in the spider web discussion protocol.

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Ms. Sosa created a student-led reflection checklists for her second grade students after a spider-web conversation.

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Ms. Sosa created a student-led reflection checklists for her second grade students after a spider-web conversation.

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Ms. Sosa created child friendly cue cards with pictures for the student roles during the spider-web discussion protocol.

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Ms. Sosa created child friendly cue cards with pictures for the student roles during the spider-web discussion protocol.

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Ms. Isaza's 5th  grade students annotate the texts, use the discussion prompts to assist in their writing. 

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Ms. Isaza's 5th  grade students annotate the texts, use the discussion prompts to assist in their writing. 

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Ms. Isaza's fifth grade students apply RACE strategy to explain their answers after a spider-web discussion .

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Ms. Isaza's fifth grade students apply RACE strategy to explain their answers after a spider-web discussion .

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Ms. Lu shares a student's work prior to using the spider web protocol and after. Teacher notes embedded. 

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Ms. Lu shares a student's work prior to using the spider web protocol and after. Teacher notes embedded. 

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Ms. Lu's third grade webbing of conversations.

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Ms. Lu's third grade webbing of conversations.

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Ms. Lu's third grade students give the class glows and grows after a spider web conversation.

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Ms. Lu's third grade students give the class glows and grows after a spider web conversation.

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Ms. Lu shares here student's work before and after using the spider-web protocol.

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Ms. Lu shares here student's work before and after using the spider-web protocol.

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The Literacy Action Research team reflected on the process of the spider web protocol together.

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The Literacy Action Research team reflected on the process of the spider web protocol together.

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Ms. Aponte's fourth graders writing after a class discussion. 

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Ms. Aponte's fourth graders writing after a class discussion. 

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Ms. Aponte's fourth grade students use a rubric to self assess their participation. Also, student and teacher version of the spider web mapping for comparison. 

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Ms. Aponte's fourth grade students use a rubric to self assess their participation. Also, student and teacher version of the spider web mapping for comparison. 

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Alaska Greenhouses Phase 3 Discussion Part 3 .mov

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Student Reflection Reader/Key passage leader.MOV

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Ms. Johnson self-reflects about the process of engaging her students in the Spider- web protocol.

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Ms. Johnson self-reflects about the process of engaging her students in the Spider- web protocol.

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Ms. Lu reflects on the process of engaging her students in the protocol.

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Ms. Lu reflects on the process of engaging her students in the protocol.

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2020-2021 i-Ready ELA  Diagnostic Data for grades  3-5

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2020-2021 i-Ready ELA  Diagnostic Data for grades  3-5

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Increasing the number of students on grade level as compared to Benchmark one.

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Ms. Lu's third grade students answers of their weekly quiz. Growth is evident in the following standard:

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Ms. Lu's third grade students answers of their weekly quiz. Growth is evident in the following standard:

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CCSS : 3.7 Explain how specific aspects of a text’s illustrations contribute to what is conveyed by the words in a story (e.g., create mood, emphasize aspects of a character or setting)

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The Literacy Team took a survey about student discussion prior to and after practicing the spider-web discussion protocol with their classes. 

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The Literacy Team took a survey about student discussion prior to and after practicing the spider-web discussion protocol with their classes. 

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Spider Web Discussion Survey - Google Forms

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Spider Web Roles as defined in The Best Class You Never Taught.

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Spider Web Roles as defined in The Best Class You Never Taught.

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Ms. Lu's third grade class using hand signals during discussion. 

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Ms. Lu's third grade class using hand signals during discussion. 

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Ms. Isaza's fifth grade students host a panel discussion to answer questions about their experience using the spider web protocol.

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Ms Lu's third grade student reminding students to use the hand signals and annotations during phase 2 of close read.

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Ms Lu's third grade student reminding students to use the hand signals and annotations during phase 2 of close read.

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Ms. Isaza reflects on the process of using the spider-web protocol to engage students in discussions.

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Ms. Isaza reflects on the process of using the spider-web protocol to engage students in discussions.

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Ms, Isaza's student reflects on his role during the spider web protocol.

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Ms, Isaza's student reflects on his role during the spider web protocol.

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 A snippet of the book we anchored our Action Research with.

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 A snippet of the book we anchored our Action Research with.