10.18.12 Thinking Sheet [Question 1]

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Name	Question 1
?	Science talk and Science Writing, think->speak->write
Kate Gallagher	Using oral language with scientific vocabulary to improve the participation of students who are angry, discouraged and disruptive. What do you need to help you participate well in science class.
Michel	Dial discourse/or visual scaffold & how to do it to best support comprehension &writing.
Channon	Science vocabulary usage/ understanding in journals( writing). Science discourse (grip), one on one discussions and other vocab activities.
Teresa Contreras	just changed grade levels
Kirsti	What can I learn from my students’ engagement in our reading lessons> how are relating / understanding material.
Aija	What evidence &authentic student learning is there in science journals. After each investigation looking at the pre post writing.
Laurie	Reading- What are the obstacles that get in the way of low readers, So students share similar challenges?
Joanna	Independent work time. What are kids doing during workshop?
?	what do kids think they should discusse when talking about ttcen cant work? Is it aligned w/ my ideas about what they should be thinking about?
Shulide La Fuente-Lau	What can I learn from my students’ understanding of math based on their sentences explaining their thinking? Or can I scaffold langrage so they can articulate their math reasoning?
?	possibly peer/ self editing. How do student interpret written vs. oral. Using art/ drawing to understand science vocab
Tracey	Paragraph writing, following directions, technology vs. writer. Do students perform better or same test written vs. computer
?

 

Name	Question 4
?	What happens when I look for evidence of thinking in science?
Kate Gallagher
Michel	drawing text showed wood on bottom on container(sunk) with ” paperclips” on wood and the number of paperclips on each ( copied)
Channon	I was hoping to see more vocab words being used in the students writing. Especially if the demonstrated an understanding of the words. 2out 3 did use a vocab word in conclusions 3 out3 demonstrated an understanding of meaning of vocab words on mini assessment. 3 out 3 used “d-cell” instead of battery.
Teresa Contreras	Blank
Kirsti	I can see that some of my students are doing well keeping up with the class their sentences are complete, and I can follow their work. There are other students however who are not on track- they are not copying down what we are doing as a class and sing work is unorganized. All students are struggling punctuation capital letters, periods, commas.
Aija	Student processes, Student thinking, Student ahh huhs, individuality in organization& Ideas. Things to highlight
Laurie	this was a beginning of the year assessment. To do well, students should have given all cons event and vowel sounds spelled civic words and been in TRC level B.
Joanna	damage with detail +color
?	last year related to creativity &independence but focused more on independence this year creativity. How can I develops a data- collection piece?
Shulide La Fuente-Lau	I was hoping to see student explain rounding rules such as talk about place value. However, knowing this is a beginning process anuraterg draw the or a # that should round to 60. if their sentence was chenent, I thought that has successful as rel.
?	Blank
Tracey	student would have an accurate image of their poem in their mind – visual vs. context to help figure out vocab meaning.
?	Blank

 

 

 

 

 

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