Reader’s Response: Learning to use learning progressions (my reflection)

What if we design a lesson to orchestrate productive discussion, critique the reasoning of others, grow as readers and writers, and deepen understanding through reflection?

The 5th grade team invited me to co-labor with them to help our young learners deepen their understanding of reader’s response journals. As a team, they are focused on implementing and deepening their understanding of these five strategies from Wilam and Leahy:

  • Clarify, share, and understand learning intentions and success criteria
  • Engineer effective discussions, tasks, and activities that elicit evidence of learning
  • Provide feedback that moves learning forward
  • Activate students as learning resources for one another
  • Activate students as owners of their own learning

Can we engineer learning experiences that orchestrate effective discussion and elicit evidence of learning? Can we empower our young learners to serve as learning resources for one another and deepen their own learning?

The plan called for crisp, quick moments to think, write, and talk. Using the learning intentions below, our young learners read a reader’s response entry from me and offered me critique.

First, they read my entry silently and analyzed it using the given success criteria.  Next, with a partner, they discussed what they read, what they thought, and if they agreed on their ratings? Then, we began to develop critique using the starters shown below.

After thinking and writing silently, partners shared their sentences. Then, they chose one sentence each to share aloud in the group. I heard important, informative feedback for every voice in the room.  Here are a few samples from their feedback.

  • I like how you included the definitions from the dictionary; I did not know what cur was. I wonder if it would be easier to understand if you told us what was going on and went in chronological order. What if you add a few more details to explain your thinking?
  • I like how you were descriptive, because it helped me understand a bit more. I wonder if you thought we had all read the book.  What if you include the title next time?
  • I like how you added the page numbers in our writing, because you really told us how/what page number it was so if we found the book and wanted to read a part, then we could just find the page really easily. I wonder what the title of the book is because it sounded interesting.  What if the title of the book was on the page, because it would really give us a quick summary of what the book was.
  • I like that you included a sketch, because it helped me think about the names Bud was called.  I wonder what Rule 118 is. What if you explain the connection to the text and your thinking?

Engineer effective discussions, tasks, and activities that elicit evidence of learning as we learn to provide feedback that moves learning forward.  Will this help activate students as learning resources for one another?


Wiliam, Dylan; Leahy, Siobhan. Embedding Formative Assessment: Practical Techniques for F-12 Classrooms. (Kindle Locations 493-494). Learning Sciences International. Kindle Edition.

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