Executive Solution Overview
## Model 2 Exit Slip: Attention to Meaning Vignettes Hide Assignment Information **Instructions** **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 J…
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## Model 2 Exit Slip: Attention to Meaning Vignettes
Hide Assignment Information **Instructions**
**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?
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Module2ATMExitSlip.docx](https://www.sweetstudy.com/files/module2atmexitslip-docx "Module2ATMExitSlip.docx")
– 2 years ago
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