Model 2 Exit Slip: Attention to Meaning Vignettes Hide Assignment InformationInstructions Analyzing Teaching Practice: Attention to Meaning (Elementary Liter

Model 2 Exit Slip: Attention to Meaning Vignettes

Hide Assignment InformationInstructions

Analyzing Teaching Practice: Attention to Meaning (Elementary Literacy)

Consider the vignettes in the attachment (ATM vignette table). 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 

Rating

Vignette #

Rationale

1.

HIGH

Which vignette meets all 3 criteria?

What specific details from the vignette support this teacher meeting each of the criterion? Give specific details from the vignette for each criterion.

2.

MID

Which vignette meets 2 of the 3 criteria?

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.

3.

LOW

Which vignette meets 1 of the 3 criteria?

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.

4.

Which of these criteria do you feel most clear on how to enact? Which are you still uncertain about and why?

5.

After this lesson, how are you thinking differently about how teachers can and should draw student attention to meaning of content?

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 

Rating

Vignette #

Rationale

1.

HIGH

Which vignette meets all 3 criteria?

What specific details from the vignette support this teacher meeting each of the criterion? Give specific details from the vignette for each criterion.

2.

MID

Which vignette meets 2 of the 3 criteria?

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.

3.

LOW

Which vignette meets 1 of the 3 criteria?

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.

4.

Which of these criteria do you feel most clear on how to enact? Which are you still uncertain about and why?

5.

After this lesson, how are you thinking differently about how teachers can and should draw student attention to meaning of content?