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Progress Report 2: Support with a group reflection

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Progress Report 2: Support with a group reflection

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1A. What do student know/able to to do (evidence based)?
1B. How did you respond when students struggle?
1C. How did you extend for student who got it?
2. How did my professional learning influence my practice?
Next Steps
1. Group Reflection: Analyze evidence from the PLC group and plan next steps.

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Progress Report: Support with a group reflection

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Progress Report: Support with a group reflection

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1A. What do student know/able to to do (evidence based)?
1B. How did you respond when students struggle?
1C. How did you extend for student who got it?
2. How did my professional learning influence my practice?
Next Steps
1. Group Reflection: Analyze evidence from the PLC group and plan next steps.

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I also provided a graphic organizer as a comprehension strategy in readings and encourage questions while reading passages in online class and in TVM lessons. 

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I also provided a graphic organizer as a comprehension strategy in readings and encourage questions while reading passages in online class and in TVM lessons. 

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Students have been asking more questions in class through the chat feature or using the microphone.  I do not see many questions being asked in TVM lessons.  I started to have students write questions on the topic while watching short videos. 

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Students have been asking more questions in class through the chat feature or using the microphone.  I do not see many questions being asked in TVM lessons.  I started to have students write questions on the topic while watching short videos. 

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We continue working on replacing answers with questions. I created questions, they found answer right from the passage and I created answer sentences and asked them to replace with questions.Students well aware of the routine. At times I used visual in addition to examples as a way of adjusting Questioning strategies to the language level of students. At this stage the students are able to respond to questions. We will continue working until students will be able to ask inferential questions or clarification questions.

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We continue working on replacing answers with questions. I created questions, they found answer right from the passage and I created answer sentences and asked them to replace with questions.Students well aware of the routine. At times I used visual in addition to examples as a way of adjusting Questioning strategies to the language level of students. At this stage the students are able to respond to questions. We will continue working until students will be able to ask inferential questions or clarification questions.

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We continued practicing questions that help identify important informations in the text. Who is____? What ____? When_____ ? where_____?Why ____ ? How _____ what is_____? 

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We continued practicing questions that help identify important informations in the text. Who is____? What ____? When_____ ? where_____?Why ____ ? How _____ what is_____? 

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The last time we did readings and with questioning, I put away the 5 W's chart for students to reference. The results were mostly the same, about 70% got the W' questions correct.  The type of question that students had the most difficulty answering "Why" I wonder if it is because many times it is not a "right" there answer.
My plan is to use the chart more consistently in the future. I have had a huge turnover of students leaving and new of students coming in. Mostly all from level One. I plan on starting "over" with specifically teaching which answers go with the questions words.

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Heather’s reflection 12/16/21 - students generate questions when the topic is relatable (Triangle Shirtwaist Fire) than GED-topic related (Declaration of Independence). There are a few students who have added questions to the written response in TVM lessons, but not many have done this. I have also been using Padlet as a formative assessment in class. I post questions and students are able to answer them in an anonymous environment. When polled in Schoology poll feature, 100% stated they have enjoyed using Padlet.  

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Heather’s reflection 12/16/21 - students generate questions when the topic is relatable (Triangle Shirtwaist Fire) than GED-topic related (Declaration of Independence). There are a few students who have added questions to the written response in TVM lessons, but not many have done this. I have also been using Padlet as a formative assessment in class. I post questions and students are able to answer them in an anonymous environment. When polled in Schoology poll feature, 100% stated they have enjoyed using Padlet.  

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Our strategy was to "use the questioning reading strategy during the comprehension part of class/lesson to increase student results on the reading comprehension".

In this strategy, teachers found success with ___________________.  We found ____________________ resources and ______________________ instructional strategies important in reaching student success.

Common challenges included __________________.

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Amanuel: The text book is more of a picture based. Showing these pictures and ask students what they see is my plan. These takes place in a form of conversations. After I performed the modeling, students will follow similar patterns in pairs. One person will ask and the other person will respond and the vice versa. I believe that, by doing these, students will get exposure to using the “WH” question words.

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Here is my document.

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Create a new document and edit with others at the same time -- from your computer, phone or tablet. Get stuff done with or without an internet connection. Use Docs to edit Word files. Free from Google.

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We’ve accomplished three units so far. At first, I let students copy the lessons. Then, I ask them to perform role plays in a form of question-and-answers.  This follows characters presented in the units. In all these units, the ‘WH’ question words are much used. Students are asked to read and answer questions from their notes or from the screen.
In doing so, the conversation target goals are fulfilled. In level one, about 60% the students can perform these activities effectively. In the pre-lit, the activities are much in a guided form.
In the upcoming trimester, I’ll follow similar methods and patterns, but with broader scope and much effectiveness.

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Instructed students on the 5 W's and H in depth. Unfortunately, only five students in class.  Afterwards gave students a reading with question words. All but one student got the two "Who" questions incorrect.  I surmised that they couldn't figure out the antecedent to the pronoun in the story.  

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Instructed students on the 5 W's and H in depth. Unfortunately, only five students in class.  Afterwards gave students a reading with question words. All but one student got the two "Who" questions incorrect.  I surmised that they couldn't figure out the antecedent to the pronoun in the story.  

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My plan was to link the questions generated by students to a comprehension strategy.  ~HT

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My plan was to link the questions generated by students to a comprehension strategy.  ~HT

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Below is a link to the data I've been collecting. I am asking students to generate questions based on the passage. It is linked to a reading comprehension strategy we focus on in class.  

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Below is a link to the data I've been collecting. I am asking students to generate questions based on the passage. It is linked to a reading comprehension strategy we focus on in class.  

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https://docs.google.com/document/d/1R7CnYEAJOSc1LqEplX0ixlVcPb9Mij1ri7ZCbC32_3A/edit

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Pre Assessment.  I gave students a simple level 2 story with 6 questions. 1 q for When, Who, Where, What, Why and How.  The majority got the 'Why"question incorrect despite the word "because" being part of only one answer.  Overall students scored an average of 70%.  Two students scored 100%. I wonder if the story I chose was too easy.  I was expecting a lower number.  I will continue to use questioning strategies and aim for students getting 90% or higher in post tests. 

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Pre Assessment.  I gave students a simple level 2 story with 6 questions. 1 q for When, Who, Where, What, Why and How.  The majority got the 'Why"question incorrect despite the word "because" being part of only one answer.  Overall students scored an average of 70%.  Two students scored 100%. I wonder if the story I chose was too easy.  I was expecting a lower number.  I will continue to use questioning strategies and aim for students getting 90% or higher in post tests. 

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https://atlasabe.padlet.org/atlasstaff/e5l2jqbvq3fzrv8a

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Amanuel Tessema is also part of the Red PLC :)

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Amanuel Tessema is also part of the Red PLC :)

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We will use the questioning reading strategy during the comprehension part of class/lesson to increase student results on the reading comprehension benchmark assessment by 20%.  Pre-test will be administered by October 28th and post-test by December 9th.

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We will use the questioning reading strategy during the comprehension part of class/lesson to increase student results on the reading comprehension benchmark assessment by 20%.  Pre-test will be administered by October 28th and post-test by December 9th.

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Kristin Vickstrom
Heather Turngren
Daniel Sahille
Craig Erickson
Amanuel Tessema

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Dave Haugen

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Implement the strategy and share your reflection in the Individual Reflections (1) column.

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November, 18 or 19, 2021: Collaborative Prep

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November, 18 or 19, 2021: Collaborative Prep

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Read and respond to your team's individual reflections. This can be done in-person or individually as your team sees fit.

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Collect and share data on how many students asked questions and type of questions without prompting. Share it in the pre-assessment reflection column.

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Implement strategy again with any adjustments based on the reflections of your group. Share your reflections in the Individual Reflections (2) column.

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December 16 or 17, 2021: Collaborative Prep 

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December 16 or 17, 2021: Collaborative Prep 

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Meet during collaborative prep day and write a shared group reflection in the Group Reflection (2).

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PDP Alignment and Data: Suggested text
Baseline data is collected via a benchmark pre-assessment determined by MPS AE Curriculum teams and/or learner participation rates in learning activities.

Add a Competency: 3Bi Uses instructional strategies to engage students.

1. We will use the questioning reading strategy outlined in our program wide professional development during the comprehension part of class/lesson.
2 We will use this strategy to increase student results on the reading comprehension.
3. We will measure this success using reading comprehension benchmark assessments.
4. Our goal is to see a 20% increase on the identified reading comprehension assessment.

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February 17th or 18th, 2022: Collaborative Prep Day

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February 17th or 18th, 2022: Collaborative Prep Day

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Coaches will present each group's SMART goal and group reflection.

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We will use the ________________ strategy during our __________ part of class to increase student results on the _______ benchmark assessment by ______%.  Pre-test will be administered by October 29th and post-test by December 10th.

We will use the ________________ strategy during our __________ part of class to increase student participation by _______ (number)students.  Pre-assessment activity will be administered by October 29th and post-assessment by December 10th.

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Last week, we started learning "Unit 2: At school" from Venture 1 book in my ELL2 class. Our learning target was " I can understand words that name and describe things I see in classroom." The unit started with a classroom picture. Students were asked to look closely at the picture and tell what they see and think about the questions they have. I  model question-asking myself. They understand basic questions about things they know when they start with what, where, when, who, how many... We will continue to work on understanding by asking simple questions and ask questions to learn more information.

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Last week, we started learning "Unit 2: At school" from Venture 1 book in my ELL2 class. Our learning target was " I can understand words that name and describe things I see in classroom." The unit started with a classroom picture. Students were asked to look closely at the picture and tell what they see and think about the questions they have. I  model question-asking myself. They understand basic questions about things they know when they start with what, where, when, who, how many... We will continue to work on understanding by asking simple questions and ask questions to learn more information.

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Our goal in ELL1 is to be able to recognize and differentiate Wh- questions, apply them to illustrations in Ventures, and understand how and when to use them in classroom discussion.