Sample Response 1

Step 1:
1. Open a lesson by showing the students a book or magazine about the text's topic. For example, I brought in a large, "coffee table book" on volcanoes the day we were transitioning in the text from earthquakes to volcanoes.

2. Having writing students read their stories out loud and then critiquing them (praising what they did well and then pointing out ways to gain a higher grade in the future) out loud so all of the students cold hear what I was looking for when I determined grades. (When someone does something that stands out, we sing/chant "you've got the Power" because they have found a way to have power with words.

3. In encourage active listening to others' stories (and decrease distracting misbehaviors and/or students making changes to their own papers rather than listening) I started having students make a list of the readers and then having them write a comment about something they liked about the story.

Step 2: I plan on repeating all of these strategies.  To be honest, I got some rolled eyes when I added outside materials (a magazine about earthquakes and then the book about volcanoes) and I was beginning to think this wasn't working for this group but then, one of my lowest achievers got the volcano book out of his own and found a 2-page picture of Blue Lagoon, Iceland. Blue Lagoon is pictured in their text and I had told them what it was like to visit there. He found the picture and asked, very enthusiastically, if I could please take them there. A few days later another student's mother was visiting and he got the book out to show her.  So - I will continue to try to find things to bring in.
   For the purposes of this assignment, however, I will focus on #3 as I continue this lesson.

3. After seeing how well the active listening assignment went with one group, I continued this step with my other classes. In each class, most of the students participated and this did decrease distractions and seemed to increase focus on the readers. It also reduced the number of students distracted by wanting to adjust their own papers and gave me something specific to ask them to do instead. One adjustment I will make to this activity is I will reduce the interruptions caused by students not knowing how to spell each other's names by giving them a list or a form to use that will have room by each student's name for comments.

4. To measure the effectiveness of this assignment/activity I will track the levels of participation (by seeing how many turn in a page with comments vs. a paper with just names or only some of the names or nothing writing on the sheet).  Also, I will create a rubric to reliably judge the quality of the comments - are they simply saying "I liked your paper" or are they making positive suggestions.  Later, we will work on another step of their listening skill development by requiring them to write/ask questions.

Sample Response 2

 Step 1 - Strategies

1.     Work on art activity as a group at the same time or have the art activity on a designated table ready for each child to work on at a time of their choosing.

2.     Should dittos be allowed for the children to color when learning about letters and numbers or should dittos not be allowed?

3.     If a child is adamant about not participating in an activity should he have to sit and watch or should he be allowed to play alone with something of his choosing?

Step 2 - Strategy selected

Should dittos be allowed for the children to color when learning about letters and numbers or should dittos not be allowed?

Step 3 - Outcomes

1.     While the children are coloring the ditto, the teacher can talk about that specific letter or number of apples for example allowing the child to hear the letter or number and see it while coloring.

2.     When finished with the project the children will see the ditto numerous times:  coloring it, hung on the bulletin board, taken home and discussed with a parent, and hung on the refrigerator.

Step 4 - Demonstrate goals met

1.     At the end of the week, ask the children to write the letter and point it out of the alphabet displayed in the classroom.

2.     Observe the children when they are coloring a ditto and take notes about their enthusiasm, how much time they spend on it, if they are discussing the ditto amongst themselves, and any other pertinent information. 

Sample Response 3

 Step 1. Three decisions

1) Whether to have quiet time for reading or for me to read a story out loud;
2) Whether to allow students extra time to do math work independently or present sample problems to work out as a class together on the board;
3) Whether to have students use new vocabulary in sentences or have them come up with a story in which they must incorporate new vocabulary.

Step 2. Select one strategy

2) whether to allow students extra time to do math work independently or present sample problems to work out as a class together on the board;

Step 3. Two specific outcomes of decision to do math work on the board together as a class rather than to have students work independently to solve problems.

1) Students receive additional tutelage in desired area; and,
2) Students would perform better with homework and review tests and quizzes.

Step 4. Demonstration that goals were met

If the goal of having students work together as a class to solve math problems were met it would be demonstrated through raised quiz, test and homework scores. There would be an increase, especially, in the amount of correct questions related to problems used in class wide math practice session.