Quick Clarifications
When do you use this strategy?
When a student makes a simple, surface-level mistake that can be corrected quickly.
What is the purpose of a Show Call?
To display student work publicly and analyze why it’s strong or needs revision.
What is the goal of Error Analysis?
To help students recognize mistakes, explain why they happened, and fix them.
Why is modeling helpful for addressing deep misconceptions?
Because students see exactly how to think through a concept step by step.
When should you pull a small group?
When a subset of students (3-6) still struggle after whole-class instruction.
Give an example of a Quick Clarification
“The main idea isn’t just the topic. Try stating what the author wants us to learn.”
How do you select student work for Show Call?
Choose exemplars or work with common errors that will push the class forward.
How does Error Analysis differ from Quick Clarifications?
Error Analysis requires class discussion and reflection, while Quick Clarifications are individual, fast corrections.
What are key components of an effective model?
Clear steps, think-aloud strategies, student interaction, and gradual release.
What should you focus on in a small group reteach?
Clarifying the misconception, using scaffolds, and providing targeted practice.
Why is this NOT effective for deep misconceptions?
Because deep misconceptions require students to rework their thinking, not just receive a quick fix.
Why might a student’s response NOT be ideal for Show Call?
If the response is too incomplete or contains no useful teaching moment.
What types of misconceptions require this strategy?
Common patterned misconceptions that impact multiple students (e.g., confusing main idea and supporting details).
When should you model instead of using Error Analysis?
When students don’t even have the foundation needed to fix an error on their own.
How can you track if a small group intervention was effective?
By using exit tickets, student discussion, and quick checks in the following lesson.
Rewrite this ineffective correction: “No, that’s wrong.”
“Think about what the whole passage is about, not just one paragraph.”
How can Show Call also support students who already answered correctly?
By showing strong responses and asking those students to articulate their thinking.
What is one way to engage students in discussing errors?
Ask guiding questions like “Why do you think someone might make this mistake?”
How can you gradually release responsibility during modeling?
I do → We do → You do together → You do independently.
Give an example of a misconception that would best be addressed in a small group.
“Main idea is always in the first sentence.” → Small group reteach on text structure variation.
What makes a Quick Clarification different from a Show Call?
A Quick Clarification is immediate and direct, while Show Call is used to model strong work for the whole class.
Create a Show Call prompt for a misconception about main idea.
“Look at these two responses. Which one is stronger? Why?”
If most students miss a question, should you use Error Analysis or Show Call? Why?
Error Analysis, because it helps students examine why they got it wrong and learn from it.
How would you model finding the main idea for students?
Read a passage, think aloud, underline key details, and summarize them into a strong main idea.
What are the risks of overusing small group interventions?
Not holding students accountable for whole-class learning or pulling students too often when they need to engage in full lessons.