Cluster Cycle 3: Inference Strategy Meeting 6: using THIEVES to infer main idea and important details.

Today’s cluster Objective: By the end of the meeting, teachers will be prepared to teach students to use text features to infer main idea and important details in nonfiction text, resulting in at least 80% of students scoring M or H on the assessment. We will: Examine student work from chunk 2. Discuss student needs revealed in field testing. Identify critical attributes to address these needs. Discuss implementation, student work, and scoring. THIEVES helps me remember what the text features are!

What’s the data say? Quantitative data: Let’s look at growth: How many students have already met the goal of moving at least on level (Or have maintained H)? As we move into nonfiction, we will monitor the movement of our students very closely.

Qualitative Data: What does the quality of your students’ work reveal about their learning needs? Turn and talk about it! As we shift into nonfiction text, we will see a shift in the needs of our students. Let’s look at some of the difficulties we can expect based on field testing.

Student work samples showed: -Students jumble their thoughts when trying to apply the phrase to nonfiction if they have not completely mastered using it yet. -Students sometimes choose clues that don’t support their inference or relate to the question being asked. -Students try to use information that is not directly stated in the text to support their inference (they’ve inferred it and really think it’s there!). We have the tools to prevent these problems!!

We will introduce the steps, reference them each time we infer, and keep them displayed.

Critical Attributes for Chunk 3: Using Text Features to Infer Main Idea. WhatHowWhy Continue to use the CSI chart and the phrase when applying chunk 3. -For each question being asked, record the clues and schema that help you infer. -Model writing the answer to the questions using the phrase. -The more students are exposed to the steps for inferring, the better they will master them. Expose the students to the steps for inference often. -introduce and model the steps. -reference the steps when you infer. -display the steps for students to use when they infer. These steps will work every time. Repeated exposure and practice will make these steps a habit. When looking at the text features, think aloud about what each one is telling you and connect to the questions. This will be today’s model Students will better understand how the features are useful if we show them rather than tell them. RemediateDeliver the lesson, give students feedback, reteach when necessary Students must see their mistakes and learn from them so they don’t repeat them.

Watch me apply the critical attributes This lesson tied in with fifth grade curriculum during field testing.

Apply this in the classroom: A LOT. Start working this in as soon as you are able!! If you wait till Tuesday, your students only get one exposure and you will not be able to address the issues that arise. Use nonfiction passages with some text features (nonfiction rarely uses all of the text features included in THIEVES) that relate to your content. Ask main idea questions that require students to infer using the text features.

Evaluating Student Work Our criteria for scoring student work is as follows: 1 point for a correct inference 1 point for each correct clue (2 possible) Fill out the student needs tracker in your IGP, and contact Mrs. Hale if your students are struggling.

Evaluating Student Work Remember to move your students’ post its in the orange folder- This week will it be crucial that we are aware of which students are progressing and which will need interventions. Bring your trackers and student work samples to cluster.