Cynde Snider

Common Core Georgia Performance

StandardsFacilitating Student-Led Discussions,

K-12Part 3: Using Student-Led Discussion to Assess Understanding—

Elementary Cynde Snider

Essential Question

What might a student-led discussion designed to assess understanding look like in my classroom?

Learning Target

I can plan a student-led discussion to assess student understanding of complex, grade level texts.

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Kindergarten—Ish

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KINDERGARTEN: Speaking and ListeningComprehension and Collaboration

 ELACCKSL1: Participate in collaborative conversations with diverse partners about kindergarten topics and texts with peers and adults in small and larger groups.a.Follow agreed-upon rules for discussions (e.g., listening to others and taking turns speaking about the topics and texts under discussion).b.Continue a conversation through multiple exchanges. ELACCKSL2: Confirm understanding of written texts read aloud or information presented orally or through media by asking and answering questions about key details and requesting clarification if something is not understood. ELACCKSL3: Ask and answer questions in order to seek help, get information, or clarify something that is not understood.

Read Aloud until Ramon crumples up his drawing and throws it across the room

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ELACCKSL2: Confirm understanding of written texts read aloud or information presented orally or through media by asking and answering questions about key details and requesting clarification if something is not understood.

Text-based Questions—Whole Class

1.How did Ramon feel about drawing at the beginning of the story? How do you know?

2.How does Ramon feel about drawing now? How do you know?

3.Why did Ramon change how he feels about drawing? What makes you think that?

Read Aloud until Ramon races after Marisol, up the hall and into her room.

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ELACCKSL1: Participate in collaborative conversations with diverse partners about kindergarten topics and texts with peers and adults in small and larger groups.b. Continue a conversation through multiple exchanges.

Predicting

What do you think Marisol is going to do with Ramon’s drawing? What makes you think this will happen?

Share your ideas with your elbow partner.

Read Aloud until Ramon falls silent when he sees the crumpled gallery on his sister’s walls.

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ELACCKSL1: Participate in collaborative conversations with diverse partners about kindergarten topics and texts with peers and adults in small and larger groups.a. Follow agreed-upon rules for discussions (e.g., listening to others and taking turns speaking about the topics and texts under discussion).b. Continue a conversation through multiple exchanges.

What did Marisol do with Ramon’s picture? How does this compare with your predictions?

Make a group with another elbow pair and talk about how what you predicted compares with what happened.

Read Aloud until Ramon tells Marisol that his drawings do look vase-ish.

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ELACCKSL2: Confirm understanding of written texts read aloud or information presented orally or through media by asking and answering questions about key details and requesting clarification if something is not understood.

Text-based Questions—Whole Class

1.How do you think Ramon feels about drawing now? What makes you think that?

2.Why did Ramon change how he feels about drawing again? What makes you think that?

Read Aloud through the end of the story.

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ELACCKSL1: Participate in collaborative conversations with diverse partners about kindergarten topics and texts with peers and adults in small and larger groups.b. Continue a conversation through multiple exchanges.Paired “Reading” Discussion: Using Textual Evidence

1.Reread Ish with your reading partner.

2.What’s one thing you think the author is trying to teach us about how we should treat others?

3.Find at least two places in the story that tell or show you this idea.

Learning Target

I can plan a student-led discussion to assess student understanding of complex, grade level texts.

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Essential Question

What might a student-led discussion designed to assess understanding look like in my classroom?

ResourceReynolds, P. H. (2004). ish. Cambridge, MA: Candlewick Press.

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Cynde SniderGeorgia Department of Education

[email protected]

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