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Analyzing Teaching Practice: Attention to Meaning (Elementary Literacy)
Consider the vignettes below. A second-grade teacher is guiding a read aloud on The Stories Julian Tells. In this story, Julian tricks his younger brother into keeping quiet, to avoid getting in trouble with Dad. The lesson supports CCSS.RL.2.3: Describe how characters in a story respond to major events and challenges.
In the template use the criteria below to rank the vignettes into three categories and respond to the questions: High (Meets all 3 criteria), Mid (Meets 2 criteria), & Low (Meets only 1 or none)
● The lesson has a clear, achievable, grade-level, observable and measurable learning goal
● Each individual task or activity in the lesson focuses student attention on the meaning of to-be-learned content
● All learners, not just a subset, are engaged in thinking about the meaning of to-be-learned content
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Rating |
Vignette # |
Rationale |
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1. |
HIGH Which vignette meets all 3 criteria? |
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What specific details from the vignette support this teacher meeting each of the criterion? Give specific details from the vignette for each criterion.
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2. |
MID Which vignette meets 2 of the 3 criteria? |
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Which vignette did you select for MID ranking (meets 2 criteria)? Compared to the HIGH vignette why is this one a lesser example? Give specific details from the vignette for each criterion.
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3. |
LOW Which vignette meets 1 of the 3 criteria? |
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Why is this vignette the LOW ranked option? For each criterion, why did this teacher fail to meet the criterion? Give specific details from the vignette for each criterion.
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4. |
Which of these criteria do you feel most clear on how to enact? Which are you still uncertain about and why?
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5. |
After this lesson, how are you thinking differently about how teachers can and should draw student attention to meaning of content?
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