This is one of the forms I used to collect data on my students and what they were learning during our biography and narrative nonfiction unit. I asked them to choose some of their jottings from their Biography Book Club books and then they had to tell why they chose those particular jottings by circling the choices at the bottom of the form. I used these forms during conferencing to celebrate success and address any weaknesses.
During the conference with this student, I complimented her descriptions of Rosa Parks' character, but we talked about how to better reference the text and explain events in her life that showed she was that type of woman that was described in the jottings.
I complimented this student on her independent use of a chart from a previous minilesson. We discussed synonymns to use that are more detailed than just caring and helpful.
I complimented this boy on asking such an intense question. In addition to a quick reminder of capitalization, we discussed other people he has read about that also changed the world. I encouraged him to make more connections between other texts when reading.
I complimented this student for referencing the text, but reminded him that when he is a biography reader he should not just be recalling facts. I had him practice relating to the text instead of just retelling details. I led him to the thought that maybe the statue was so big because Dr. King did big things for civil rights.
I was proud of the student, Bryan, because the other members of his book club were absent on the day they did this activity so he put all of their names on the jotting.
EMPATHY!
relating...not just recalling
again relating...not recalling
This child is religious and often makes connections to her church. In this jotting I complimented her for relating to Abe Lincoln reading the bible. We talked about reasons why he possibly chose to become a stateman instead of a minister.
I complimented this student on asking a question and then drawing a line to write the answer to the question after he found it in the text. I encouraged him to reference the text with a few more details. I complimented him on relating to Black Beard's family because he thought the pirate should protect his family and not the gold treasure.
I complimented Mya for referencing an event in her book and relating to it. I told her I agreed with her 4-star rating of her jotting.
I complimented this student on being in touch with the text and asking questions to help understand what she was reading. I told her that I agreed with her star ratings. She is limited English proficient (LEP) so I think that her questions were justified. We had a basic conversation about Obama and his life. It was not too deep or detailed because that is not what she needed at this time.
EMPATHY!
Great use of character traits and referencing the text.
I complimented this student for referencing the text, but we talked about the difference between fact and opinion when reading a biography.
When I conferenced with this student, I had him show me the fancy writing that he found because I thought maybe he was not understanding italics. It was actually a photograph of Declaration of Independence. We had a conversation about how writing has changed from old times and the different types of writing we might see and use today.
