Meeting Date: October 5, 2017
Next Meeting Day: November 2, 2017
Members in attendance: Kim Spellan, Michele Farrell, Patrick Carr, Dyan Menges, Renee Robinson, Roxanne Root, Olivia Weston
Topics of Discussion:
Review Norms
Narrative writing - high and low beginning writing
What do we want students to learn? (Instructional Focus)
Narrative writing - (Instructional Focus) sequencing - good ideas, but not always staying on topic, squeeze for details, making the moment short - what does that actually mean - what is a story that is worthy of writing - bringing it back to the watermelon and seeds -
Shared Instructional Methods and Strategies (pre)
Power point for small moment - what are quality stories - what is exciting - sharing small moment ideas - what to do with students that lack experiences - sharing memories and moments with the class to help students that have trouble remembering, using sticky notes to add details in the middle
plan across their fingers - drawing organizer to help sort story - tell a story with a blank book
How will we know when they have learned it? (common assessments, proficiency level)
clearly state what should be in the writing - beginning, middle and end
narrative assessment
having other students identify the parts they hear in the story
What will we do for those who DID NOT achieve proficiency? (post)
small group work on parts of writing the students are struggling with - senses,
spelling (quick words, word wall) and punctuation
reteaching if necessary certain part of the narrative story
What will we do for those who DID achieve proficiency? (post)
introduce different leads, adding more adjectives and details - use senses to add to the moment
Questions, Concerns, Professional Development Needs:
None at this time
Meeting Date: February 2016
Next Meeting Day: March 2016
Members in attendance: Kim, Susan, Renee, Dyan, Roxanne and Michele
Topics of Discussion:
Unit 5 of Investigations
Non fiction writing
What do we want students to learn? (Instructional Focus)
Students will learn how to find and create a pattern with numbers and shapes
non fiction text features and how are they helpful in reading and writing
Shared Instructional Methods and Strategies (pre)
demonstrate how to use text features - why are they important to a reader
where do we see patterns in our daily lives
Why doe we use patterns and how do they help us
How will we know when they have learned it? (common assessments, proficiency level)
Students will be able to transfer how to find and create a pattern in other areas
use non fiction text features in their own writing to help a reader understand the topic
What will we do for those who DID NOT achieve proficiency? (post)
continue working on patterns and how they are useful
continued use of non fiction text to model and use text features
What will we do for those who DID achieve proficiency? (post)
give extension questions of pattern problems to see if students are able to transfer the information they learned in order to identify patterns
in each additional writing pieces students should be able to add another type of text features
Questions, Concerns, Professional Development Needs:
unit 5 investigations test is very hard with the way the questions are worded - can this be fixed?
Is anyone discussing the life cycle of a butterflybecause of the field trip even though this module will be done by then?
Meeting Date: -January 8, 2016
Members in attendance - Kim, Susan, Renee, Dyan,Michele and Roxanne
Discussed information for module 3 and 4. If pre-asessment or reflection was done for the beginning of the unit. We decided pre-assessment was better for our students.
Math - discussion of Unit 3 test - Question 8 - story problem - language is very difficult even when the question is read to the students.
Meeting Date: October 22, 2015
Next Meeting Day: November 12, 2015
Members in attendance: Kim, Susan, Renee, Dyan, Roxanne, Michele and Tori (student participant)
Topics of Discussion:
Module 1 writing
What do we want students to learn? (Instructional Focus)
to understand the story elements of a story, the central message (main idea) of the story
making connections text to text and text to self
Shared Instructional Methods and Strategies (pre)
using language appropriate for text to text and text to self connections
what are the story elements
same language in writing and reading groups
focusing on specific standard each week
books where the picture gives more information to help understand the text
How will we know when they have learned it? (common assessments, proficiency level)
conversation, using terminology correctly during discussions in whole group and small group lessons
summative assessment, check during listening session
What will we do for those who DID NOT achieve proficiency? (post)
continued exposure, small group reteaching, consulting with AIS provider
What will we do for those who DID achieve proficiency? (post)
use students as a model for other students in the class, continued independent practice
Questions, Concerns, Professional Development Needs:
When are people giving the assessment?
How are high frequency words being administered?
Meeting Date: May 15, 2015
Next Meeting Day: June 12, 2015
Members in attendance: Jessica Serpe, Michele Farrell, Susan Huppe, Renee Gallo, Dyan Menges, Roxanne Root
Topics of Discussion: Dissecting Module 6 - Integration of Ideas for Information
What do we want students to learn? (Instructional Focus)
fact vs opinion
how to provide evidence to support a reason that the author makes
compare and contrast important points presented by two text on the same topic
compare and contrast diagrams and other text features
stating an opinion and supporting it themselves
Shared Instructional Methods and Strategies (pre)
SMARTboard notebook created based on opinion
using fables to compare characters/stories
using a variety of colors to distinguish facts, evidence, opinion and conclusion
short text for diagrams and pictures
scholastic news - finding evidence
A to Z stories - https://www.readinga-z.com/books/leveled-books/book/?id=975
Brain pop jr video
use of pebble go
How will we know when they have learned it? (common assessments, proficiency level)
they can identify each element of an opinion piece - verbally and in written form
identify within the text where evidence was found for supporting details
What will we do for those who DID NOT achieve proficiency? (post)
remodeling in small group
identify where students are struggling and focusing on that area
specific organizer to focus on
What will we do for those who DID achieve proficiency? (post)
send an opinion letter to a parent or relative
write to principal
brainstorm an idea that they think is important enough to persuade someone
Questions, Concerns, Professional Development Needs:
follow up - bring done lessons and activities
March 11, 2015
Renee, Michele, Dyan, Jessica, Susan and Roxanne in attendance
Topics of Discussion:
Unit 4 assessment - how did it go
What do we want students to learn? (Instructional Focus)
represent data, analyze and interpret graphs
Shared Instructional Methods and Strategies (pre)
finding addition resources to help with unit
tied graphing to science - weather graphs, cloudy graphs
How will we know when they have learned it? (common assessments, proficiency level)
making graphs on their own, getting data from other students in the classroom
participating in classroom discussions
transferring information to other situations
What will we do for those who DID NOT achieve proficiency? (post)
repeated exposure
implement skills for closer reading of questions and directions
What will we do for those who DID achieve proficiency? (post)
give choice on activities
expose line plots to students
brainstorm ideas of where they see data collection in a real life situation
Questions, Concerns, Professional Development Needs:
Why do we teach graphs that are not seen in real world application?.
Datacation - inputting information - many problems
Looking at revising assessment - language and scoring
Meeting Date: 2/5/15
Members in attendance: Renee G, Jessica S., Susan H., Dyan M., Roxanne R., Michele F., John Miller
Topics of Discussion:
Data information from Unit 3 Investigations assessment
Individual/Building
What do we want students to learn? (Instructional Focus)
relate addition and subtraction
understand place value (tens and ones)
utlize different strategies and use in word problems
fluency within 20
Shared Instructional Methods and Strategies (pre)
ten minutes before lesson card games to help with place value
number sense activities
focused on skip counting (2,5,10)
working on decomposing numbers
number of the day suing expanded form, tens and ones, money
How will we know when they have learned it? (common assessments, proficiency level)
Focus on what the student does when sharing how they started a problem or solved a problem
I do, you do, we do concept in the classroom - who grasps concepts and who needs more support
What will we do for those who DID NOT achieve proficiency? (post)
repeated exposure to standards/questions that students had difficulty with
What will we do for those who DID achieve proficiency? (post)
working on standard, but complete independent
using challenging numbers
is this the most efficient way to solve problem?
show a different way to solve the problem
How is proficiency defined? Students continue to work on standards that they may be weak at but overall got a 4 on assessment
Giving answer and having students decide what the question might be
changing activity or approach to challenge students
Questions, Concerns, Professional Development Needs:
The three Es - Essential (curriculum) Enduring (what needs to change to make lessons better) Engaging
Meeting Date: 1/22/15
Next Meeting Day: ___February 5, 2015
Members in attendance: Renee, Dyan, Jessica, Susan, Michele and Roxanne
Topics of Discussion:
What do we want students to learn? (Instructional Focus)
What roadblocks students will have with Unit 4?
Representing data in more that one way, reading data and creating graph and reading graph and answer questions
Shared Instructional Methods and Strategies
Starting with pictographs first because of representations and then changing to bar graph
each person will start with the graph that is most appropriate for students
Using bar graph to track weather patterns from science kit
Sticky notes are a great way to use when making a bar graph with the certain data
introducing venn-diagrams
How will we know when they have learned it? (common assessments, proficiency level)
day to day activities - asking questions
sharing the work they have completed to show understanding
using own category and creating graph
What will we do for those who DID NOT achieve proficiency?
small group exposure
extra review
math support to focus on those students
math games - some independently pick and other are given a certain topic
What will we do for those who DID achieve proficiency?
enrichment tasks
challenging problems
Questions, Concerns, Professional Development Needs:
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