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Group 5

Discussion Question: How do I get lowest students to elaborate without spoon feeding them info? Restate and answer is strong. Evidence and elaboration is not.

Teacher has additional time in Guided Reading; More of an issue with non-fiction; physical writing;

It is very helpful if students can read in full and then answer question with a full period block. Students are writing every day; Students do annotate

Feedback from Group:

Build mindset and culture of not being afraid to fail. Building up stamina/reflection with a clear, timed goal of independent practice that students will be asked to hit by a specific date (20 minutes of independent writing with no questions to me by March 1, etc)

Differentiation from groups with audio books and sentence starters, groups with smaller passages and pre-annotations, to groups completely independent with a resource folder; give students agency over what they can and can't handle so they can pick their path to completing assignment.

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Independent reading time could be used to work on Wheatley reading.

Using Geodes books to have them gist after every page. Interesting data to see what they're doing. This extra practice w an easier text has been helpful and transferred to wheatley.

Are the packets taking up too much of the wheatley block?
No, I modified the TDQs to make them faster/multiple choice... this also helps w test taking strategies. Then, Exit Tickets are writing focused. Their stamina and independence is low.

What about a READING PARTY?! (if everyone can get 10 minutes.... then we have a PARTY!!)

Third graders... generally rough this year!! Consider taking it Back to Basics.

Many people having the same issues with stamina and independence, intrinsic motivation.

Consider: a tracker (kids get excited), special pens, etc. Rewards as much as possible for ACTUALLY reading (underline things for homework)

Building in family support?

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Daria:
Best way to model annotation?
-tech issues, how to connect doc cam?
-how to get kids to think critically?
-how to write comments, details, thoughts?
-how to move from modeling into independence

Questions:
-What do you want kids to gain from annotations? What have you explained to kids in terms of value of annotation?
-Pitched it to kids as a time-saver, can go back when writing. Also helps you read slower to ensure that you comprehend
-Do you have anchor charts?
-Yes
-Have you ever had students work with a partner to annotate? Have you given them a checklist of things to be looking for?
-Yes

Probing Questions:
-Have you tried making an assertion and then challenging them to find a piece of evidence that supports it?
-No but I'm going to now!
-Have you tried modeling the 1st paragraph?
-Yes makes it easier
-Do students have access to laptops in class?
-Yes

Advice/Solutions:
-Nearpod is your bff - take screenshot per slide, annotate within it, students can see annotations. You can also monitor their annotations.
-Give them an assertion - go prove it by finding evidence, then go back and prove a different assertion

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Challenge # 1 - Working through commentary- What do I ask kids next to get students from 3 to a 4 that isn't "zoom in" / "connect to assertion"?

What opportunities do students have to implement feedback?
A: Ideally, a rewrite every 2 weeks but there isn't always enough time to do that.

What kind of close reading/ analytical prep are students doing before writing?
A: Reading independently and looking at the question before reading.

Paper or laptops?
A: Mostly writing on paper (Google Docs through Schoology to give more real time feedback)

Do you use exemplars to showcase what a 3 or 4 looks like?
A: Side by sides, kids are engaged but not applying the skills.

Open Suggestions:
1. Engage with your own annotations.
2. Writing down discussion points and then include those in the OER responses/ Defining what "insightful" commentary is.
3. Always asking the kids "so what?"

Conclusion:
1. Identifying what ideas to include.
2. Incorporate brainstorming more.

Challenge # 2 - How do we help students translate their spoken thoughts into cohesive writing?

Yes or no questions:
1. Do you require kids to write down their comments?
A: Not in the moment.

2. Are kids being exposed to a wide variety of material?
A: Yes, as much as Springboard allows.

3. Are these formal writing conferences or informal checkins?
A: Usually more informal.

4. Are students required to use an outline or just writing?
A: Just writing.

5. Are students engaging with other students work?
A: Yes, through side by sides.

Probing Questions:
1. Have you considered allowing students to use Text-to-Speech?
A: This has been suggested, we can leverage this more.

2. Are students giving fully developed ideas out loud or do they need you to fill in the gaps for them when they are thinking out loud?
A: Combination of both.

3. How would it look to incorporate an outline or brain dump?
A: I don't necessarily want students to feel stifled by outlines.

Open Suggestions:
1. Outlining/ Brain Dump
2. Outlining as you're annotating
3. Pre-writing to get your ideas
4. Forcing kids to write down their ideas.
5. Letting kids record themselves then transcribe their ideas or using text-to-speech software.

Conclusion:
1. Bring back free writing
2. Moved away from outlines but will bring back having kids outline while reading.
3. Try to incorporate speech to text.

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Group 6 Problem: How to get students to stop being repetitive in their commentary 

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Group 6 Problem: How to get students to stop being repetitive in their commentary 

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Yes or No Questions:
- Do you ever have students unpack questions in groups or independently?
- Have you given students the opportunity to breakdown the prompt and collaboratively write a response

Probing Questions:
- Is student work mostly summary, or are there glimmers of analytical writing
- What percentage of students are repetitive writers?
- Student peer graders?
- How do you use public examination in your class?

Group Discussion/Suggestions:
- Get rid of a bad habit / replace with a good habit - SHOW what a repetitive sentence (model)
- reading writing aloud to find repetition
- non-repetitive writers working with non-repetitive writer
- sentence starts using "shows" as the elaborative verb
- read writing aloud to another student and having partner find repetition

Synthesis:
show different exemplars whole class to find trends, including repetition

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Clarify: Your students need to be more independent and build comprehension during wheatley in order to increase growth?

Yes. Now they are paying attention and thye can do stuff whole group, but independence isn't there.

Can they gist after 2 pages? Do they understand what they've read?
They can do it with partners, but theres very little independence.

Lots of popcorn and partner reading. A lot of reliance on the whole group.

Can you chunk the time? Incentivize? Would they attend to the task better that way?
We do that--the bigger concern is that they aren't applying the annotating skills to other work. The independence is very minimal. I give them more and more independently, but they're not applying the wheatley skills to the PSSA practice work.

Do you use guided reading block to go over misconceptions?
No, guided reading time is completely separate--no real room for intervention. I could bring it into the group, but it's based on wholly different criteria. It doesn't have anything to do with Wheatley or PSSA work, but I could use it as responsive time (even 20 minutes)

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Is there small group instruction/geodes?
Yes in guided reading, not wheatley

Are you alone in the classroom?
Yes, in wheatley.

Can the majority listen to a text and tell you at least who and what?
Yes.

Do the kids have a stamina or independent reading goal (as far as minutes)?
No, not currently.

Are you able to team up w the person who covered for you while you were on leave?
No

Only one cohort?
Yes

Have you seen if the kids have been successful w the work youve been providing?
Yes, with guidance.

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Just returned from maternity leave, and there wasn't much growth when I wasn't around, so now I'm trying to figure out what to do because they're neither annotating nor reading independently. What makes sense to expect? I've made packets with gist annotation for groups of pages so it's not overwhelming... How much annotation should be from independent reading, partner reading, or read aloud? They need to be annotating and reading independently.

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Ms. Frederick:
-Issue getting kids to try to annotate with any fidelity
-If teacher models, kids will follow along. But independently they do not
-Asking kids to react to the text in some way, struggling to get responses
-Also: kids are doing a lot of online tasks, how does annotation in a book translate to on a screen?

Questions:

kpetti00 - are you giving specific things to look for when annotating?

tried here and there

kelsey H - what process are you using? Do you use symbols/specific guidelines?

Have used metacognitive markers from springboard

Probing Questions:

Have you had more or less success with some markers vs others?

Kids trying to do quicker annotations to get through task

What have you done to help kids see the reasons why they should annotate?

Have showed students future assessment questions and stated that if you don't annotate for this now you will regret it

Have you used incentives or grades?

Various levels and have shown various levels of success

Possible Solutions:
-Provide a visual and make students check off each thing they've done
-Reading focus - specifically looking for ____ on that day
-Summative grade for annotations
-providing a specific limit/# i.e. every paragraph needs 3 notes

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How do we get writers to really dive into the author's purpose and craft? How can we get students to explain their connections and understandings? 

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How do we get writers to really dive into the author's purpose and craft? How can we get students to explain their connections and understandings? 

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Wheatley writing classwork is the target, this teacher also teaches the reading portion of Wheatley. Reading for gist daily takes a lot of time and students recall information from past texts in writing after switching to new texts in reading.

*Do what works! Change the TDQs, change the read for gist pages to the most important sections, use the TDQs in the moment when reading for gist. Gather evidence for the writing question during read for gist.
*Discuss updating the writing prompts and provided lesson questions to better match what the writers need to elaborate on their work. Think through how best to use the time available even if that means not finishing one reading and one writing lesson per day.

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Suggestions:
Reading check quizzes (retrieval)

Minilesson on reading strategies--are they sure they know what to do at home? How to gist independently?

Make them excited with extra credit

Cold calling gist at the beginning--everyone MUST be prepared. if you were prepared, you can do XYZ as incentive.

Consider recording yourself reading it. Homework gist choiceboard (instagram post, drawing, hashtags, something less boring).

Restructure 45 minutes--designate first 15 minutes to reading (independent, partner, small group). Tell them the exact pages to stop and jot at. If you're not done, we'll rehash, then roll into modeling (5-7 min), 15 minutes on TDQs. Get through those, then to the exit ticket.

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Problem: How do we get our students to trust the writing process instead of going straight to the final copy?

Yes/No Questions:
-Have you provided a model for each step to show students how stages are interconnected?
Yes

-Is this a Wheatley class or solely a writing class?
A writing class

-How are you modeling the stages?
Provide examples or create exemplars.

-Do students have visuals to see or to track where they are?
Not really. I have anchor charts for students to see the process.

-Do you provide workshops for students for each stage of the process?
No

Support:
-Giving students part of the writing (reasons) to motivate them to write
-Writing alongside students
-Have students track their progress in the writing progress

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How long does it take them to do the homework outside the classroom?
It should take about 20-30 minutes. Kids struggle w comprehension, so they have the audio available.

If they were in the classroom, would it take them that long?
No, because I started out doing independent reading, but that stopped, which meant I had to rely on them reading at home, but it's been a struggle to make that happen.

Do you see them once a day?
Yes, but I also have them for morning meeting. Ultimately though, I just want to make it so they WANT to read.

Are you taking time out at the beginning to reread?
For the gist we do the who did what and why, then focus on the pages for Deeper Meaning.

Did they feel the same way about bud not buddy?
They read that at home.

Could you not have them read it at night?
That would set us back because when I get observed, they don't want to see the kids reading all the time, so i can't really do it in class.

If it's only 5-8 pages... What is admin response to the fact that the kids aren't reading at home so you STILL have to take time out of your lesson?
Call home, do dojo, etc. So reading ends up being a dreaded task and punishment.

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How do I push writing in a way that drives rigor while supporting my writers who struggle?

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Q1: Do they understand what is going on in the book?
A1: For the most part, no.

Q2: Have you tried giving summaries day of lesson?
A2: Yes. Coach suggested

Q3: Incentivize specific tasks?
A3: No

Q4: Is your school flexible with 3 90 min. blocks of reading and 2 90 min of writing?
A4: Hard no.

Q5: Intervention blocks?
A5: No

Q6: Opportunities to work w the text independently thats not homework?
A6: Yes.

Q7: Able to have them read the specific part of the book the following day?
Yes

Q8: Do you have to give them that reading for homework?
Yes

Q9: Are you doing it in the interest of time?
Yes

Q10: Do you spend more time on read for gist or deeper meaning?
Gist for sure.

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Problem: How can I make reading engaging and not dreaded for homework? How can I make annotating fun and engaging?

Context: Wheatley: 45 min reading, 45 writing. Very crucial they read the night before so they understand day of. But most of them haven't done the reading, or they haven't listened to it. She's given slides and assignments that should be engaging, but kids aren't into something from 1605. Difficult to stick to the 45 minutes because the kids don't have the gist. Homework trackers aren't working, something isn't connecting.