 You all saw this graph yesterday and we all filled in the same graph yesterday. Do you remember it? So tell me what your thinking was when you were filling in this graph. Was there something that you immediately got? Was there something that took longer to think through? Whisper to a partner next to you on the carpet. So today in our classroom we were working on our learning goal of creating bar graphs, pictographs and pictographs to represent data. And what we started with was a reflection of a previous attempt to do so. And then we kind of made a plan for how we would move on from there and move along that learning continuum a little bit farther than last time. Yeah, what are some sentences that maybe we could use to describe the data Christopher in our tally chart? So why don't you whisper to your neighbor? Whisper to your neighbor and come up with a sentence about our tally chart. So Mackenzie and Autumn. We started going through the analysis piece today because I had attempted it the day prior and the kids weren't quite ready for it. I formatively assessed that they weren't quite ready the day prior and we needed another day to do it and then they came up with some great responses in their analysis. I'm going to give you a checklist and I want you to add something to it. I want you to add a little box. The success criteria was given to students in a checklist and they took that back to their seat so that they could go through each criteria and make sure that their independent work had everything included that I wanted them to include. On your blue slip it says I can create a bar graph, read with me a pictograph and a picture graph to show data. Number one, the first box says I wrote a title. The second box says I label the X and Y axis sides of the graph. The third one says my graph matches my tally chart. That one's important. And then you're going to make a number four. So right below that Christopher made a number four. The benefit of being clear about success criteria is the students are much more independent. When the children have in front of them a success criteria I can slowly allow them to go and work independently based on whether or not they feel comfortable with the success criteria. I want you to sentence to describe your graph. So in a minute I'm going to ask you who is ready to start their bar graph on their own and who is ready to work on their bar graph with me. If there's a spot on the success criteria that they don't feel comfortable with they can stay and we'll go through it together and then they can go back to work independently. And then a lot of the times they're willing to go all the way through the process independently before they need to be checked by an adult. Okay so I said in a minute I'm going to ask you who's ready. But first I want you to think who is ready to start working on your bar graph with no more help from Ms. Christie. You're saying I understand how to write a title, label the X and Y axis and fill in your data to match your tally chart and write a sentence. Just give me this if you're ready. I prepared the students ahead of time by using similar checklists before and showing them what the idea of a checklist was. I prepared them by telling them what their goal was and how they would be able to complete their goal. I state what the criteria are and that the students are expected to go through them independently. Okay so the rest of us come in closer. Come in closer. Okay. Look on your blue and who can tell me what we are to do. Mikayla what do we do first? Write a title. Who can help me with a title? Earl can you get me started with a title? What would a title for this bar graph be? Oh I love it. I love it just the way you said it. So we're going to use Earl's title. I love it. Power. Faith. And then sometimes remember I have to sweep down to the bottom line to write bar graph. Okay so can we check off a box? I wrote the title. Yep sounds good to me. In the past before I started practicing these strategies I might have just given the materials to kids and then have been surprised that they weren't able to complete the tasks. What I was asking them to do was a lot of analysis and I might have had a lot of deer in the headlights or a lot of kids just not working and I didn't have any of that today. I also realized that in the past the materials I created were not as clear. And so using these methods has made my own thinking clearer which makes them the materials I create clearer. Bottom one right? They're candies. So show me what you did. Some advice for people who want to start using success criteria would be it's never too late to start. There are times when I've thought that it was because a strategy might take time and modeling but I find that when I do try it it is never too late to start something new. And then when I do start it the next year it just works that much better. That is very specific, very specific, this is excellent.