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Questions reflected the level

of understanding of Ss as it

related to task

execution.

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Low level questions, lots of

literal questions

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T asked several clarifying

questions to reinforce the

task.  "What did we say we were

going to do 10 minutes ago?"

"Why do you guys think we're

struggling through this?

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Knowledge/Comprehension Task:

Paper/Pencil S asked to recall

steps to writing a short story &

work with partner to create a

poster.

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Synthesis Task: S analyzed article

about prisoner reform.  S had to

support answers with text

evidence & connect to own

world.

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Evaluation Task: paper/pencil

S asked to provide each other

with editing suggestions and

asked to provide one "bless"

and one "press"

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T connected to prior lrng

in earlier grades discussed

learning about transitions

in 3rd-5th grade.

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T made connection to

previous day's task

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Why is feedback important?

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Open-ended questions to

encourage student reflection

& thinking

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What is the difference between

editing and revising?

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Questions based on prior

understanding of the task to

move on to higher level

understanding of

expectations

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critical thinking is taking actual

words from author and making

meaning of those words their

own thinking

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Review analysis of text

SOAPStone

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tone, analyze, revising, editing,

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"How do you know?"

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assignments to analyze text

required inference to justify

answers with text evidence

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Feedback from T or peer not

always evident to show

further reflection of

learning

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look at a title, make prediction

about article, share in sm

group, share large group

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S reading a tougher reading

passage & writing own thoughts

but then came to partner to

discuss what they were thinking

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small group then whole group discussion on positive and negatives..S states could hurt feelings, another brain to help you, so you can hear feedback, T asks "What is feedback?"

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Peer conversations to struggle together

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Students utilized work time

together to layout writing ideas and

next steps in their writing. Offered

peer feedback throughout the process.

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S- Where did you find that?

S- You have to have TE or it isn't true.

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S- "Where did you find that?

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Teacher Feedback

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Teacher Feedback

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Student Feedback

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Had to have prior knowledge of yesterdays lesson

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Metacognitive marking the text. Writing brief summary notes throughout the text and annotating as they read the text.

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Vocabulary Activity prior to lesson- Prefixes and sufixes

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Students offered written peer feedback within journals.

Lack of written teacher feedback on assignments but saw lots

of written feedback within journals.

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S asked after reading the text, "Why does it cost more to be environmentally friendly?"

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Students provided justification of their chosen answers by debating out right/wrong

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3/9 groups of students chose to read the text independently 6/9 chose to read as a group

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Students were able to provide justification for their thinking regarding the writing process.

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LT - We will be able to analyze persuasive text by using SOAPStone as an analysis tool.

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S asked "Why does it cost more to be environmentally friendly?

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Students had the opportunity to

struggle together on analyzing

a persuasive text. Utilized a

graphic organizer to lay out ideas.

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T asked "What does that tell you about the speaker?

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Create a digital poster

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Students offered reflection on learning

positive/negative thoughts on the

process.

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Asking questions of prior knowledge

from cross curricular classes.

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Analyzing literature in a small group

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Activation of prior knowledge

from previous activities.

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S asked "Do you think it shows anything else besides the subject in that paragraph?"

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the lesson. Review of vocabulary and

definition.

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Open ended: "what's that about?"

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Cross curricular

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Reflections on thinking (verbal or written)

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Reflections on thinking (verbal or written)