Using a common text – Be a Good Ancestor

• co-teaching using instructional routines (CSI, Chalk Talk)

Focused instructional flow:

• Directed teaching - guided practice- application

Comprehension & meaning making

The Fall Reading assessment was helpful in identifying areas of strengths and stretches for our students. We chose to engage in co-teaching of instructional or thinking routines to encourage collaboration between learners, making thinking visible and creating a culture of thinking in our classrooms. This supports students’ development of comprehension skills, such as questioning, inferring, and connecting. We used the thinking routines, CSI, Post-it connections, and Chalk Talk, which provided students with an accessible entry point to discuss and share ideas related to the text.

Fall Reading Assessment (RFRA):

• Fall reading assessment data to inform class review discussions & collaboration time
• bar graph with data (attached)

Reading data shows that we need to continue to develop comprehension skills across all grades.

Student feedback:

• “I like doing chalk talk because I get to make connections and get ideas from my friends.”
• “CSI was hard because I can explain in pictures, but it’s hard to put into words.”

We will continue to:

• Embed instructional and thinking routines into instructional practice
• Choose routines that support skills in questioning, inferring, and connecting
• Revisit data and information at upcoming collaboration days