Student Work DisplaysA great example of a student work display is one that demonstrates the process of reading, language study and writing. The teacher's use of wall space as a portfolio indicates an understanding of how language-based behaviors influence comprehension. The unique approach is worth noting. This 5th grade example illustrates how a teacher can use punctuation and weave it into a deeper connection of comprehension, author's purpose and voice in writing. It would be easy and quite direct to teach the individual skill of comma or semi colon. However, that would be a surface structure and we are after deep structures! What this display shows is a deep understanding of how to teach punctuation and it's influence on reading and writing in an authentic/inquiry-based way. The students discovered how an author used punctuation and then sorted the examples to create their own meaning. Finally, the teacher use the rubric for voice rather than conventions to assess authentic writing.
Dr. Dorn states in Reading for Deep Comprehension, "... a reader's knowledge of the language system can influence his or her depth of comprehension. We might say that structural knowledge is the very architecture on which creativity is shaped; without this basic foundation, writing is built on a faulty framework and can interfere with the reader's comprehension." Reflect on your student work display. Use it as an opportunity to analyze your practices and work to implement at deeper levels during this genre study.
Mini or Focus Lessons
How about this for a quote from Dr. Mausbach's visit, "It is very apparent that what is being taught is showing up in quality student work." Additionally, she said, "No matter which classroom I went to I saw evidence of workshop being implemented." For example, we saw evidence of a strong mini lesson in share time. In a first grade classroom we saw a teacher reinforcing a concept with students sharing the events that corresponded into character action. She reinforced how this is a way writers respond to reading by using the character description of actions/events as a way to show understanding of narrative (problem/solution). What is so exciting is that this teacher didn't have a scheduled visit. It's an example of teacher intentional instruction rather than "show and tell". Planning the work and working the plan; thank you! A second and third example were with mini lessons viewed in second and fifth grade (language and writing respectively). Both used their mentor text to reach a curricular objective explicitly. In the writing lesson one would hear teacher statements like, "good word choice and use of punctuation can be a way that you could help your reader infer a character's feelings." The teacher modeled how a writer could revise text to make this happen. Very explicit. The language lesson in second grade was also very explicit without getting in the way of student inquiry or comprehension. She used a variety of mentor text with think aloud various choices an author makes to show character traits. She had a co-constructed chart with a blank column so student knew they could have the opportunity to bring a different example to share time. Dr. Mausbach felt that all of you have routines, practices and engagement under control. It was quite evident in our walk through. Your mini lesson is the springboard into deeper learning. Make every one count. As I continue my study of lesson planning I see that many of you have a specific plan and are systematically implementing it.
What is so exciting about last week's visit is how all of you demonstrated our school improvement plan in action. It is very easy for a principal to "talk" about the plan. I think it was best said by a teacher in a mini lesson: "Don't just tell me; show me!" YOU DID THAT! Congratulations!!
Prompt for response: Reflect on what have you planned this week that demonstrates the integration of strategic reading behaviors and it's influence on comprehension. What evidence are you collecting and how will you know kids are reaching your target?
