The learning goal related to my area of
Inquiry/Inquiry Question is:
Inquiry Question:
How can engaging students in Story Plays
provide a more preventative and developmental approach to intervention that
focuses on early literacy foundations, oral language
skills and collaborative learning experiences?
Learning goals:
Students develop structured narratives with
beginning, middle, end, use storybook language, and work collaboratively with
their partner.
My routine data source is:
I have been collecting data throughout
the Story Play process, looking at the content of their work (story drawings
and dictation) as well as the process they engage in as they collaborate in
developing a story together (video recordings of collaboration).
Demonstrating
Success: Reflect on what evidence you see in the routine data source that tells
you how your student is or is not progressing on the indicators.
Storytelling
skills, oral language, collaboration.
beg, mid, end.
storybook
language.
working together,
leading/following.
continuum--novel
story-->yes it’s novel, does it make any sense-->add on to somebody
elses?-->might not be able to name it but can do it -> can name it, do it
explicitly, using the anchor chart, leader in making story that makes sense
-->own story
not integrate with your partner.
Do kids naturally
move at each point on the spectrum? Is it sequential?a
Working with
partners is helping her to move on the continuum.
Lower level
students need the teacher to name the thing that they’re
Incidental vs
intentional
What I am Thinking NOW:
I’d like to refine
the spectrum, can place kids in different places on it. is it an axis? I
should make an axis of story content with collaboration skills.
Clarity vs. collaboration
I would like to develop this continuum or axis of skills and
then see where my students fall along it, and how they move throughout the
year. Assessment rubric?
Story skills:
Random string of events
Events in order but missing pieces or no transitions,
storybook language
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