Archive+Grade+3+Unit+2+Reading+Nonfiction

Sherri Callahan 10:15-10:55 Kendra Rohnert (3/4) 11:00-11:40
 * Grade 3**


 * Unit 2 Reading:** Nonfiction


 * Timeframe:** through November 5

1. Nonfiction Text Features 2. Asking thoughtful questions 3. Summarizing using main idea and supporting details 1. Students will know how to identify nonfiction text features and will be able to use nonfiction text features to locate information. 2. Students will state an "I wonder" about the topic will be able to ask thoughtful questions relevant to the topic and text. 3. Student will identify main idea and supporting details and will summarize using main idea and supporting details.
 * Essential Learning:**
 * Proficiency:**

Preparing for the Data Team Process** || **Step 1 Collect & Chart Data** || **Step 2 Analyze Strengths & Obstacles** || **Step 3 Establish Goals: Set, Review, Revise** || **Step 4 Select Instructional Strategies** || **Step 5 Determine Results Indicators** || **Next Steps** ||
 * Assessment:** CSAP formatted pre-assessment identifying and applying the features, asking questions, and identifying and summarizing main idea and supporting details.
 * **Date** || **Step A:
 * **11/10** ||  ||   || Extensive group did not meet goal due to being pulled out during core instruction. || Met goal: 91%

Extensive group did not meet: 37% ||  ||   || Will begin Step A with fiction reading (unit 5). Will write down lessons vs. using a poster. || - Writing ability - Not generating a wondering. (Answer was stated in the next.) ||  ||   ||   || Tweak language on post assessment to reflect definition of proficiency. Administer post assessment and bring results to next meeting. ||
 * **11/3** ||  || Reviewed data to show that the majority of the students achieved proficiency. || - Language
 * **10/20** ||  || Reviewed data on questioning. Students were given formative assessment on 10/14 and 10/15 reading a text to a specific page, asking a question, and selecting the statement that made me want to ask the question. || Students are locating information vs. wondering. ||   || Small groups - reciprocal teaching strategies. Use student work as an example. Utilize guided practice to keep students "in the text." Consider using the "I wonder..." frame as an anchor. ||   || Select strategies and how you will know whether they were successful. ||
 * **10/13** || Reviewed essential learnings and definitions of proficiency. || See separate charts || Good at identifying but not use of nonfiction text features.

Good at "I wonders" based on topic but not on what they have read.

Most are doing re-tells instead of a summary. Better verbally than in writing. || Post assessment week of 11/2 1. 22% to 90% (students who are close)

0% to 87% of extensive. || Use sticky notes for questioning a text feature.

Reciprocal teaching. || Sticky notes inside the book. || Utilize sticky note strategy and collect books for next data team meeting. ||