Strategies in Action Debrief
Helping Students Reflect on Learning (Grade 6)
Standard(s): CCSS.ELA-­‐Literacy.RL.6.1 Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. CCSS.ELA-­‐Literacy.RL.6.4 Determine the meaning of the words and phrases as they are used in a text, including figurative and connotative meanings: analyze the impact of a specific word choice on meaning and tone. Note: The wording or portion of the standard in gray is addressed in another scale/unit. Learning Target(s): Determine the meaning of words and phrases as they are used in a text, including figurative meanings: • Evaluate the impact of foreshadowing as a reader • Make predictions based on inferences and foreshadowing • Analyze part of the plot based on character choices, identifying the meaning of specific types of figurative language, paraphrasing events, and providing an example of foreshadowing Lesson Summary: The teacher asks the students to reflect on their work for the day, and write down what they did to meet the learning targets. When students complete their paper, they write one thing they have learned on an exit post-­‐it. © 2016 Learning Sciences International
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Scale: 4.0 3.0 2.0 1.0 Students will be able to: • Construct an argument on the impact of specific word choices on meaning and tone, including analogies or allusions to other texts • Decide which textual evidence most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text Students will be able to: • Determine the meaning of words and phrases as they are used in a text, including figurative meanings: o evaluate the impact of foreshadowing as a reader o make predictions based on inferences and foreshadowing o analyze part of the plot based on character choices, identifying the meaning of a specific type of figurative language, paraphrasing events, and providing an example of foreshadowing and an inference • Determine a chapter’s significance to the plot • Analyze the impact of a specific word choice on meaning and tone Students will recognize and recall specific vocabulary, including: • plot, parts of a plot, characterization, direct characterization, indirect characterization, foreshadowing, inference, setting, explicit details, theme, personification, simile, hyperbole, paraphrase, textual evidence, citing text, figurative language, symbolism, protagonist, antagonist Students will be able to: • Read the novel The Adventures of Ulysses • Recall and summarize the plot events within the text • Make connections between the characters within the text, directly and indirectly, using explicit evidence from the text • Describe interactions between individuals, events, and ideas • Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text With help, partial success at 2.0 and 3.0 level content Element(s) and Developmental Scale Level(s): Multiple elements could be present. However, only dominant elements are scored. Element Developmental Scale Level Helping Students Reflect on Learning Applying © 2016 Learning Sciences International
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Rationale: The teacher asks students to reflect on their learning by writing what they personally did within their group to meet the learning targets for the day. She walks the room, reading their responses and interacting with the students, and has evidence that the majority are able to relate what they have done back to the learning target, resulting in a score of Applying for this element. Feedback and Guiding Questions for the Teacher: Feedback for this teacher would include reviewing the student evidence to determine how to ensure that all students are able to reflect on their learning, leading to a score of Innovating on this element. While the teacher is very positive and encouraging to the students, engaging in a review of the protocol for Helping Students Reflect on Learning could motivate her to utilize reflection activities like this to focus on the conative skills of resiliency and cultivating a growth mindset. © 2016 Learning Sciences International
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