Guiding Reflection Questions
Please use any and all reflection questions to guide your conversation around this video
Lesson Title
Teacher, School
Grade
Content
Standards of
Focus
Common Core Instruction: Making a Claim Using Two Texts with
Similar Themes
Roseanne Alfieri-Willsen, Milton Terrace South Elementary
School
5
ELA
RL.5.1
RL.5.9
1. Standard Specific Questions
What evidence can be collected from this video that shows the standards
addressed in this lesson?
RL.5.1: Quote accurately from a text when explaining what the text says explicitly and
when drawing inferences from the text.
RL.5.9: Compare and contrast stories in the same genre (e.g., mysteries and
adventure stories) on their approaches to similar themes and topics.
CORE ACTION 1: Focus each lesson on a high quality text (or multiple texts).
What evidence from this video supports that this lesson is focused on high quality
text?
1. How did the teacher balance class time with reading, speaking, listening and/or
writing about the text?
CORE ACTION 2: Employ questions and tasks that are text dependent and text
specific.
What evidence can be collected from this video that supports that this teacher
employs questions and tasks that are text dependent and text specific?
2. What questions and tasks were used to attend to the academic language (i.e.,
vocabulary and syntax) in the text?
CORE ACTION 3: Provide all students with opportunities to engage in the work of
the lesson.
What evidence can be collected that supports that the lesson and teacher moves
provide all students with opportunities to engage in the work of the lesson?
EngageNY.org
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1. What teacher moves were used to provide the conditions for all students to focus
on text?
2. What evidence is there that the teacher expects evidence and precision from
students and probes students’ answers accordingly?
3. In this video, how has the teacher acted on knowledge of individual students to
promote progress toward independence in grade-level literacy tasks?
4. Is there evidence of a need to strengthen students’ reading foundation skills?
How does the teacher explicitly and systematically attend to this?
OVERALL EXTENSION QUESTION: What student evidence illustrates effectiveness of
the strategies used in this lesson? What aligned upgrades might be considered to better
provide all students with opportunities to engage in the work of the lesson?
GROUP PROTOCOL
Group Evidence Round Protocol – meant for groups of 4 or less
1. (5-10min) View video 1; record running evidence on Collection Template – both
teacher and student actions – with timestamps (this will help with discussion.)
2. (5min) Independently answer guiding reflection questions.
3. (20min) Evidence Comparison Round. While listening to evidence, look to see if you
also have the same evidence.
a. (2min – 30 seconds each) Each person in the group shares response to
the first guiding reflection question
b. (2 min) Compare evidence for each guiding question. What evidence did
all group members indicate? What evidence should be added to your own
list? What evidence should be retagged to another area in the guiding
questions, and why?
c. Repeat a & b for remaining questions
d. (10min) Group calibration: View video 2 and Guiding Reflection Questions
evidence tagging document; compare evidence collection template with
the highlighted captions.
e. (5min – 1min each) Share something learned from calibration exercise.
4. (5min – 1 minute each) Each person in the group shares response to the extension
question.
EngageNY.org
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