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I guess more questions would come up later on when we dive into the authoring already. For now, we are excited and so much eager to learn more. Thanks a lot, Mindy, Kaitlyn, Geona, and Tappee for all your help and guidance! <3

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I am excited to start Grade 3. Looking forward to learn and improve. No questions for now.

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Would we have the same assignments in APR (Connections, Preview, Read)?

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I guess an acceptance checklist will also be helpful in authoring.

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Will there be model lessons that we can follow just like before when we did Grade 2 LOs?

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Rereading the story and including the moral of the story.

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The Learnosity questions are more challenging and will allow students to apply the skill more than just choosing a correct answer from the given options in a MC item.

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1. There is scaffolding in the revised GP.

2. The target objectives were discussed in the revised one.

3. The previous version almost spoon feeds the answer to the learners. In the revised one, they were just given a sentence starter.

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A content on moral lessons is added to the revised version to target the objectives.

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The activities in the revised version are fairly placed after each target objective.

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Original: There are no clear instructions on what the students will do. It seems like the content of this GP is not for GP. It was build for IP.

Revised version: There are introductory prompt to set the expectations of what should the students do. There are instructions that scaffolds to the next activity.

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Original version had only questions. Revised version had scaffolding where guidance is provided on how to answer the questions. Prompts were also given.

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The original version had good points in helping the students retell the story but the revised version had activities that scaffolded better.

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The original one could actually be a content for IP. The revised one is scaffolded and modeled. Guiding them on how to retell by completing sentences and giving samples as well. Having the story placed first is also needed since it will be easier for the students to retell if they can read the story again. Also, a discussion for the moral of the story is needed since it is in the standard.

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Sentence starters are retained but modified into simpler ones in the revised version.

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In the revised version, the story is placed before the retelling activity which is more appropriate so students would be able to recall what they read before doing the activity.

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To clarify the expectations to the students.

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Well, what I usually do is I try to show how to do something first. For example, for the student to be able to know the author's purpose in writing they should know the difference between the purposes. I model that skill first and proceed to model on how to check the content so they can identify the purpose.

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Modeling means that the teacher/ content author demonstrates a concept or skill to help students learn. It is necessary to make abstract concepts easier to digest, and it provides clear examples for students to follow. As ACDs, we can do it by providing content and guide questions that will help the students learn through a step-by-step process.

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Modeling in instruction means showing the learners the skills they need to learn first before asking them to do it. Having an example to follow. It is needed to guide the learners to the skill/objective we want for them to learn.

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Breaking down a task and showing a sample of how each step can be done

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Would be helpful if the LOs can still be spot checked after ACDs before finalizing

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Sometimes there could be judgment or decisions about an LO that we feel we may not be in the position to make - like regarding changes in content. More of a question, what is best to do in this case?

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What do you think?

Having checklist to guide us in doing the APR or standard information to look for.

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It would be helpful if we retain the allotment of a day for APR alone, as well as the use of trackers for easier monitoring and distribution of APR

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The tracker can be improved in such a way that it's easier for us to see if an ACD is done with authoring and the LO is ready for APR. Perhaps a column can be added to see the status of authoring?

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Acceptance Criteria, APR schedule, occasional huddles or a training specifically for the understand and write about part

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Perhaps having access to model lessons will help not just in APR but also in authoring.

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Probably add a separate short checklist of templates and criteria specific to Make Connections, Read, Preview, Understand, and Write.

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Established work process: authoring -> APR -> revisions

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division of tasks and ACDs stepping in to take over pending APRs from those who still had authoring tasks piled up

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Collaboration and regular huddles with fellow ACDs helped in having a quick response and doing the work.

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The acceptance criteria for APR were also useful in creating content.

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Having a schedule/day allotted for APR was a good idea. We can focus on doing this particular task then worry about revisions later on.

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Collaboration with all ACDs in terms of assignments, so task distribution for APR is more organized

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Quicker feedback and revision.

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APR tracker was helpful in staying organized.

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Comments from fellow ACDs are helpful in becoming better at authoring

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in terms of content - different ways to provide scaffolding

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I learned that no matter how careful you are in doing your work, sometimes, there are still things that only another ACD can find and that there are always going to be ways or suggestions that can improve your work.

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It is helpful to check the previous LO with the same objective to see another approach for the lesson

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Checking alignment of content with the standards.

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Checking all the details specially in learnosity

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Standard: CCSS.ELA-Literacy.RL.2.2  Recount stories, including fables and folktales from diverse cultures, and determine their central message, lesson, or moral.

Objectives: Retell the story.

Identify the moral of the story.