Standards-based reteaching
Written by Cos Tollerson | cos.tollerson@uamaker.nyc
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Problem of Practice
Across the bands in 10th grade ELA, a small group of students were struggling with the Author’s Choice Standard. After consulting Jumprope, I noticed that many of the students struggling the most with this standard fit the archetype of students who consistently attend but were either failing or close to failing.
Hypothesis
If students who are struggling with Author’s Choice are pulled for reteaches while the rest of the class completes a benchmark related to that standard, those students will gain a fuller understanding of how to identify and analyze literary techniques and perform better on future Author’s Choice Benchmarks. In addition, scheduling the re-teach during a class-wide assessment will prevent these students from missing out on further learning.
Target group
In each band, I targeted students who were struggling with the Author’s Choice standard on Jumprope. I included students who are consistently present in the group as well as those who were struggling and consistently absent. However, on the day of the reteach it was almost exclusively students who were consistently present in attendance.
Planning & resources
In planning the re-teach, I broke the process down into four steps:
Defining the literary technique
Practicing identifying the literary technique
Practicing analyzing the literary technique
Attempting to identify and analyze independently.
Reflection
Measuring success:
Success was measured based upon how students performed on the assessment at the end of the re-teach. While almost all students successfully identified an example of hyperbole, efforts to analyze the effect of the literary technique was more mixed. For one band, the data was not particularly helpful because the pacing of the lesson and re-teach did not allow sufficient time for the students to complete the assessment.
Teacher reflection:
I would have planned several reteaches in at least three consecutive weeks so that each re-teach could build on the previous one and include a quick review of the technique from the previous weeks.
Student reflection:
The IDing portion of the reteach involved sorting cutout sentences into piles of “Hyperbole” or “Not Hyperbole.” I didn’t record exact quotes, but students in each group expressed that they had fun with that aspect of the re-teach.
Actionable steps
If you want to use this strategy in your classroom, I recommend …
Identifying ways to break the re-teach down into distinct steps.
Adding at least one step in which the students are engaging with and learning from each other.
Ending the re-teach with a quick assessment.
Reach out to Cos Tollerson if you have any questions, or want support adapting this practice to your classroom!
Email: cos.tollerson@uamaker.nyc
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