September 16th

1_Agenda_Gates_09142021

Agenda


Pre-Work

The purposes of this prework is for you to engage with the Step 1 & Step 2 of the comprehension task for "Lolo's No Choke" by Sean Gregory to prepare for the partner work we'll engage in during our session. It's also for you to analyze scaffolded versions of the comprehension task sheet to understand how the task can be amplified without removing the heavy lifting from students.

Coordinators

Please have one coordinator from your school complete the test of change reflection in Google forms.

Comprehension of "Lolo's No Choke" by Sean Gregory

Today you will read the article “Lolo’s No Choke” by Sean Gregory. The purposes of this task are for you to understand what Gregory says in this article about Lolo Jones and about the science of choking in high-pressure situations. This work will provide the foundation for you to develop an understanding of how Gregory uses both narrative and informational writing to support his argument.

I will be successful with this task if

  1. I can annotate a text for information that helps me understand an author’s ideas.

  2. I can provide clear statements of what I understand the author is saying.

  3. I can accurately use evidence from the beginning, middle, and end of the text to support my thinking about what the author is saying.

  4. I can explain how the evidence supports my thinking about what the author is saying.



1_E_LolosNoChoke.pdf



Step 1: Please read and annotate “Lolo’s No Choke" by Sean Gregory.

To annotate it, mark, underline, or circle sentences that seem important to understanding What Gregory is saying about Lolo Jones and about the science of choking. At the end of each section, please write a brief summary of what was said in that section.

Step 2: After you have finished rereading and annotating the text, please work from your summaries to compose a quick write in response to the following questions:

In this article, Sean Gregory tells the story of Lolo Jones and her Olympic failures.

  • What does Gregory say about Lolo Jones?

  • What does he say about the science of choking?


Keep your annotated text next to you when you write so that you can use text evidence and your annotations when you compose your quick write.


Analyzing scaffolded task sheets

Non Scaffolded Gregory_Comprehension_05142021

Base Task Sheet


Scaffolded Gregory_Comprehension_09092021

Scaffolded Reading


EML Gregory_Comprehension_05142021

EML Scaffolds


Just & Equitable Literacy Instruction

Just & Equitable Literacy Instruction

Please revisit our slides for your reflection.

Materials for Our Work Together

Comprehension - Pair Work

Step 3: Pair Work

Share your quick write with your partner(s). Then, work to come to an agreement about what Gregory says about Lolo Jones and what he says about the science of choking.

Next, visit the linked Google Slides and create a slide that captures your and your partner's thinking. Be sure to support your thinking with evidence from the text.

Reflecting on the Three Task Sheets

Please look over the task sheets posted under pre-work and the defintion of Just & Equitable Literacy Instruction. Then, take some time to compose a quick write in response to the following questions:

  • What do you notice about the amplifications or scaffolds made to the task sheets?

  • How do those amplifications contribute to just and equitable literacy instruction?

  • How do high-level comprehension tasks, such as the task on “Lolo’s No Choke,” contribute to just and equitable literacy instruction?


Studying Student Work

Studying Student Work Protocol_08312021

Protocol


Planning for Studying Student Work

Notes Chart

This is a tool that's meant to help keep you organized as you study student work. It is not required that you use this chart.

Student Work Samples

Please review each sample in the linked folder.

Failure adapted outline.pdf

Context: Unit Outline

The linked outline provides an overview of the work students will complete during this instructional unit.

Bridge to Practice

For your Bridge to Practice we’d like you to plan and use a task (comprehension, analysis, or quick write to essay) with students, collect student work, and then work in your grade-level school teams to study the student work using the Studying Student Work Protocol.

  1. Please be sure to do the task before you use the task with students and study the student work. This will help your grade level team have a shared understanding of successful responses and responses that are less successful.

  2. You should collect 7-10 pieces of student work to study. This work can be from across your classes and should represent a range of student responses. This means that you’ll look at

  • 2-3 responses from students who are typically your low performers;

  • 2-3 responses from students who are typically average performers; and

  • 2-3 responses from students who are typically high performers.

  • You’ll also want to be sure to include work from your EML students and Special Education students.

You’ll be asked to share the process of studying student work and how it informed decisions about your tests of change during our next meeting on October 14th.


Additional Opportunity to Share!

We’d like to provide more context specific support to you as you create your tests of change. We’re asking you to upload your task, text, and 7-10 pieces of student work from a range of your students using the following form:

Because we can’t be there with you, this will give us a window into the teaching and learning happening in your classrooms and will help us to better support you in this work. This information is just for us at the IFL. Uploading the task, text, and student work is completely voluntary; if you do decide to upload your work, we will pay you $125 for your time. Tony, Glenn, & Tequila can provide more information about this work.

If your students’ work is on paper, we highly recommend the free app Genius Scan (Android and iOS) for taking pictures of student work.

Meeting Reflection