Dec. 6, 2017 – Visualizing, Interpreting graphs

This blog post is a work in progress – please be sure to check back later too 🙂


We continued working on our reading comprehension strategy called visualizing.  We are recording two examples of this strategy for each independent reading session. We are dating and keeping our work and a portfolio  track our progress.

You’re the most part, our next steps as a class or making sure that we are actually describing the picture in our minds. If the text says that a character is running, we can’t simply say  I visualize that character running.  Sometimes it helps to move our bodies to act something out to posture and facial expression.  The characters running, we might say I visualize your arms and legs pumping fast.


MATH – success criteria, peer evaluation

We moderated each other’s temper Interpretationsof a graph that tracks the number of employees in a factory. Using photocopies of student answers with the names removed, we levelled each other’s work. Each student had a piece of work and a sticky note in pencil on the clipboard. Using the  criteria and examples we discussed  yesterday and reviewed today, we decided on an overall level for the student answer.  I recorded the level on a sticky note and placed it on the back of the student work. Then we passed the work to the person beside us. No peeking allowed at the levels!  Why do this? Michael had a great answer :

 “It will get easier to know what a level 1, 2, 3, or 4 looks like. The more we practice marking the work. It can also help us with our own work knowing how to write a good answer.”

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