Tag Archives: writing

Reflections Part II: The Standards

9 May

The other reflection that students complete after each round of activities is about their progress towards mastering the standards. Like the EQ reflection, it allows us to see what successes students are having, and it allows us to help our students through the frustrating early stages of the inquiry process. When one of my students wrote, “I really dislike this reading standard, because I feel like it would go a lot better with poems than with texts,” I was able to step in and remind her of a full-class DIDLS activity we did for Matthew Arnold’s “The Definition of Poetry.”  She could then reattempt that standard with a clearer focus and direction.

By requiring this reflection, students are forced to keep the standard and all its components in mind as they complete their activities. Another student of mine reflected on how an analysis tool helped him work through a poem and meet his standard:

My reading standard asks to analyze the way the authors writes, rather than what it means. This means going in depth and looking at why the author chooses certain words or themes and how their sequence affects the text. A TPCASTT accomplishes this standard because analyzing tone and connotation really analyze word choice–which is a key part of this standard. Also, the paraphrasing and title steps in the process analyze why the author chose those words–another major part of the standard.

It also allows the student and teacher to see growth over time. When our students work through the ILP, they aren’t only experiencing the inquiry process to answer their EQ, but they’re also experiencing it as they figure out how to fulfill their standard. One student wrote: Continue reading

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