Michelle & Christine-What worked well with pacing schedule? And preparations for kids?
Kim-Unit 1 takes up too much time in the beginning of the year.
Group-Kids were not prepared for fractions. We all used additional resources to supplement (i.e Scott Foresman, Math Their Way, Engage NY)
Need to beef up unit on area (it's currently only 4 days)
Need more lessons on elapsed time
Joe-we need more of a focus on place value, then the addition & subtraction will naturally follow
*Share word problems with Michelle & Christine that we all created.
Monday, May 20, 2013
Monday, April 15, 2013
Monday, April 15
Meeting in Joe's Room (Kelly, Amy, Kim, Theresa, Katie, Joe, Christy)
Determined future meeting times & locations
May 6- Kelly's Room
May 13- Amy's Room
May 20- Mary Kay's Room
June 3- Christy & Katie's Room
June 10 or 17th? Depending on end of year building/district requirements
Zoo Field Trip-Friday, June 7th
Bus leaves at 9:15 to Seneca Park Zoo
Chaperones do not ride the bus-they meet us there at 9:45
Bus leaves the zoo at 1:15 to to return to school by 2pm
Students can sign out with teachers to ride home with parents
$4 per child-chaperones do not need to pay-students with memberships don't need to pay
Kelly will update the zoo letter for the team (May 23/24)
Kim will make a save the date (end of April)
June 12- Field Day (half or full-unsure)
www.nebraskabirds.org Project Beaks for kids
Determined future meeting times & locations
May 6- Kelly's Room
May 13- Amy's Room
May 20- Mary Kay's Room
June 3- Christy & Katie's Room
June 10 or 17th? Depending on end of year building/district requirements
Zoo Field Trip-Friday, June 7th
Bus leaves at 9:15 to Seneca Park Zoo
Chaperones do not ride the bus-they meet us there at 9:45
Bus leaves the zoo at 1:15 to to return to school by 2pm
Students can sign out with teachers to ride home with parents
$4 per child-chaperones do not need to pay-students with memberships don't need to pay
Kelly will update the zoo letter for the team (May 23/24)
Kim will make a save the date (end of April)
June 12- Field Day (half or full-unsure)
www.nebraskabirds.org Project Beaks for kids
Monday, April 8, 2013
Monday, April 8th, 2013
Meeting in Theresa's Room (Theresa, Amy, Joe, Katie, Christy)-
*talked about field trip tomorrow with Music department
*zoo field trip-Theresa called zoo to get pricing details ($4 per child, teachers and chaperones are free). The month of June is open so we are looking at June 3-7th.
*If there is no field day, we may do something on our own as a field day
*talked about field trip tomorrow with Music department
*zoo field trip-Theresa called zoo to get pricing details ($4 per child, teachers and chaperones are free). The month of June is open so we are looking at June 3-7th.
*If there is no field day, we may do something on our own as a field day
Monday, March 11, 2013
Monday, March 11th, 2013
Meeting in Christy & Katie's meeting-everyone present
*Casey & Amy shared Book 1 & Book 2, Katie & Christy shared Book 3 & Book 4 so all of us will give a "mock ELA test" this week. This was created based on the ELA format.
*Lorie Donovan shared the new CCLS resource. Kelly, Kim, Joe & Theresa will use this to create a second mock test.
*Need to work on plays with different characters speaking
*We need to work on Fractions, and we are happy with the new additions to the Math Investigations Unit 7. We will be creating new SB files to go along with it.
*Casey & Amy shared practice book 1 and book 2. Casey is going to type up a letter to send home to parents and to sign that they reviewed the practice test and understand some of what NYS is expecting the kids to do.
*No updates from SIT, PBIS/OSOB please encourage your kids to visit the Family Night
*Casey & Amy shared Book 1 & Book 2, Katie & Christy shared Book 3 & Book 4 so all of us will give a "mock ELA test" this week. This was created based on the ELA format.
*Lorie Donovan shared the new CCLS resource. Kelly, Kim, Joe & Theresa will use this to create a second mock test.
*Need to work on plays with different characters speaking
*We need to work on Fractions, and we are happy with the new additions to the Math Investigations Unit 7. We will be creating new SB files to go along with it.
*Casey & Amy shared practice book 1 and book 2. Casey is going to type up a letter to send home to parents and to sign that they reviewed the practice test and understand some of what NYS is expecting the kids to do.
*No updates from SIT, PBIS/OSOB please encourage your kids to visit the Family Night
Monday, March 4, 2013
Monday, March 4th, 2013
Meeting in Amy's room, hosted by Casey (all team members present):
*www.readworks.org is an incredible resource for CC
*author's purpose 1-week unit & assessment, smartboard file and activities were shared with the team
*team members shared our various texts based on what we were assigned at last week's meeting
*Casey & Amy will work on creating a mock Part 1, Christy mock Part 2, Katie will retype ELA sample texts & questions from Kathy G.
*Theresa, Joe, Kim & Kelly will make the next practice test for ELA
*www.readworks.org is an incredible resource for CC
*author's purpose 1-week unit & assessment, smartboard file and activities were shared with the team
*team members shared our various texts based on what we were assigned at last week's meeting
*Casey & Amy will work on creating a mock Part 1, Christy mock Part 2, Katie will retype ELA sample texts & questions from Kathy G.
*Theresa, Joe, Kim & Kelly will make the next practice test for ELA
Monday, February 25, 2013
Monday, February 25th
All present in Amy's Room:
TEST PREP!!
Thinking we should create a "mock" test for grade 3 to practice sitting and reflecting over the course of 70 mins for 3 days in a row.
Day 1- Book 1: 5 passages with 30 total questions
Day 2- Book 2: 1 passage with 7 MC questions and Book 3: 2 passages with 3 short response and 1 extended response
Day 3- Book 4: 3 passages, 5 short response with 1 extended response
11 Total Passages
Informational Genres-expository, argumentative, instructional, narrative
Fictional-exerpts from authentic texts (poems, myths, folktales, narrative, etc)
Next Week (3/4-3/8)
*Create a mini-unit on Author's Purpose to help students understand what to look for and their purpose for reading
*
*Day 1 & 2 Information texts (Katie, Christy & Kim), Day 3 & 4 Fictional (Kelly, Theresa, Joe)
*Day 5 Assessment-Scavenger Hunt around the room with 10+ passages placed around the room and Casey will create an organizer for students to address title, purpose and clues (Casey & Amy)
TEST PREP!!
Thinking we should create a "mock" test for grade 3 to practice sitting and reflecting over the course of 70 mins for 3 days in a row.
Day 1- Book 1: 5 passages with 30 total questions
Day 2- Book 2: 1 passage with 7 MC questions and Book 3: 2 passages with 3 short response and 1 extended response
Day 3- Book 4: 3 passages, 5 short response with 1 extended response
11 Total Passages
Informational Genres-expository, argumentative, instructional, narrative
Fictional-exerpts from authentic texts (poems, myths, folktales, narrative, etc)
Next Week (3/4-3/8)
*Create a mini-unit on Author's Purpose to help students understand what to look for and their purpose for reading
*
*Day 1 & 2 Information texts (Katie, Christy & Kim), Day 3 & 4 Fictional (Kelly, Theresa, Joe)
*Day 5 Assessment-Scavenger Hunt around the room with 10+ passages placed around the room and Casey will create an organizer for students to address title, purpose and clues (Casey & Amy)
Friday, February 8, 2013
Friday, February 8th, 2013
Meeting in Kelly's Room (Kelly, Amy, Kim, Katie, Christy, Sarah (ST), Theresa, Casey, Colleen, Margie, Tracie & Brian)
Common Core Appendix-Discussion on parallel tasks and student performance. Pass on scores to Kim by Tuesday, February 12th.
Math-Sharing out about assessment-
*10 questions with 25 minutes is not enough time.
*Questions were too complex to read and complete in 2 minutes.
*All of us administered the test before completing Unit 5
*Per Tracie-this test was meant to be a sample of the NYS Math to help guide us, as the teachers, to determine what we really need to focus on between now and the state test.
*What will we do as we continue?
*Continue scaffolding Brain Teasers each day-both independent and guided
*Student experience of just "sitting" and working through problems
Joe-suggest to look at Investigations to "cut out the fat" from Investigations and focus on what is most crucial as building blocks and then adding in more complex questions.
Tracie's response is to be very careful with doing this because the Investigations program is meant to build upon lessons. Maybe, add another 10 mins of math another time of the day to their schedule (maybe in ELA especially with the struggle with language)
*The shift is really to real-life application which can be weaved into various content areas to encourage that "math mathematician" type of thinking
*Possibly add another level of math homework related to real life situations (what time did you start your homework? How long did it take? What time did you have dinner? How long did that take? What time did you go to bed? How much time passed in all?
*Vocabulary was confusing on the assessment. Continue to infuse vocabulary in daily lesson experiences.
*Chris Steger & Michelle have shared helpful links and printed resources to help with processing throughout the year
*Amy is going to share the questions from the test to everyone and we will go back over these for morning work.
Common Core Appendix-Discussion on parallel tasks and student performance. Pass on scores to Kim by Tuesday, February 12th.
Math-Sharing out about assessment-
*10 questions with 25 minutes is not enough time.
*Questions were too complex to read and complete in 2 minutes.
*All of us administered the test before completing Unit 5
*Per Tracie-this test was meant to be a sample of the NYS Math to help guide us, as the teachers, to determine what we really need to focus on between now and the state test.
*What will we do as we continue?
*Continue scaffolding Brain Teasers each day-both independent and guided
*Student experience of just "sitting" and working through problems
Joe-suggest to look at Investigations to "cut out the fat" from Investigations and focus on what is most crucial as building blocks and then adding in more complex questions.
Tracie's response is to be very careful with doing this because the Investigations program is meant to build upon lessons. Maybe, add another 10 mins of math another time of the day to their schedule (maybe in ELA especially with the struggle with language)
*The shift is really to real-life application which can be weaved into various content areas to encourage that "math mathematician" type of thinking
*Possibly add another level of math homework related to real life situations (what time did you start your homework? How long did it take? What time did you have dinner? How long did that take? What time did you go to bed? How much time passed in all?
*Vocabulary was confusing on the assessment. Continue to infuse vocabulary in daily lesson experiences.
*Chris Steger & Michelle have shared helpful links and printed resources to help with processing throughout the year
*Amy is going to share the questions from the test to everyone and we will go back over these for morning work.
Monday, February 4, 2013
Monday, February 4th, 2013
Meeting in Joe's Room (Casey, Amy, Katie, Theresa, Kelly, Joe, Christy & Sarah-student teacher)
*The team is administering the Math Assessment this week and will have it assessed by Friday, February 8th. We put in a request to meet with Tracie on Friday's Consultation Day. We will input our data into spreadsheets during our meeting on Friday.
*Common Core Parallel Tasks-we shared out 4 poems and questions. More examples will be shared from other team members later today. We can choose any 4-5 to use as parallel tasks. Our goal is to teach the students to respond with SLAMS and use 2 details from the text/poem/passage. Katie will copy the 2 point state rubric to share. Bats: Creatures of the Night assessment will be given by the team on Friday. Bring all student work to our meeting on Friday to assess together.
*Joe will bring myth examples that he received from Marcy Kirsch to our meeting on Friday.
*The team is administering the Math Assessment this week and will have it assessed by Friday, February 8th. We put in a request to meet with Tracie on Friday's Consultation Day. We will input our data into spreadsheets during our meeting on Friday.
*Common Core Parallel Tasks-we shared out 4 poems and questions. More examples will be shared from other team members later today. We can choose any 4-5 to use as parallel tasks. Our goal is to teach the students to respond with SLAMS and use 2 details from the text/poem/passage. Katie will copy the 2 point state rubric to share. Bats: Creatures of the Night assessment will be given by the team on Friday. Bring all student work to our meeting on Friday to assess together.
*Joe will bring myth examples that he received from Marcy Kirsch to our meeting on Friday.
Monday, January 28, 2013
January 28th, 2013
Meeting with Kathy Graupman re:Common Core Learning Standards
*present-Theresa, Lorie D., Casey, Joe, Katie, Kelly, Amy, Amy B., Kim H., Tracie (& 3 participation students)
Lorie D.-With the higher level vocabulary that is part of the test, can we support the kids with the higher level vocabulary. There was something stated in the sample ELA test about treating some of the vocabulary as "directions."
Kathy-Make sure you hit the genre that was shared with us before the test; folktales, myths, fables. We have many resources on folktales and fables, but very little resources on myths. Any genre from previous years of focus will likely be part of the test. Check the link from Kathy from Jim (Blair?), the Rochester area's library media person, that she sent last week. It includes links to resources.
Tracie-SIT provided an appendix with resources and an activity to work through. Kim passed this out to everyone. We are to choose a passage from the list of grade 2-3 passages samples and develop scaffolding experiences to help the students prepare for the task. As a grade level, commit to a passage & performance task.
*Poem by Joyce Milton Bats:Creatures of the Night and the performance task listed in the sample assessments.
**All of us find a poem and determine a practice performance assessment and an outline of how to scaffold
i.e. What does the author mean by...? What do you need to know...? What clues are there to help you know...?
www.lexile.com will help with determining the complexity (one part of it). Christy will provide copies of the resources from the workshop that Kathy provided us.
Kathy-She is going to be working with BOCES tomorrow on creating a SD opportunity how to write lessons and units that will support the different modules. This will take place 3-4 days after school this spring. It would be helpful to do it with someone else to be able to work together.
Casey- now looking at the sample ELA test and how it is going to be much more challenging compared to their pre-assessment. What happens if my kids who earned more than a 50% on pre-assessment, are not able to reach 85% to show "growth?" Kathy said that this happen in FACS in HS. Once we see what the state gives as a test, we will compare the types of questions to the pre-assessment and go from there.
Kathy would like to see what our team develops for SIT once we are done with it.
*present-Theresa, Lorie D., Casey, Joe, Katie, Kelly, Amy, Amy B., Kim H., Tracie (& 3 participation students)
Lorie D.-With the higher level vocabulary that is part of the test, can we support the kids with the higher level vocabulary. There was something stated in the sample ELA test about treating some of the vocabulary as "directions."
Kathy-Make sure you hit the genre that was shared with us before the test; folktales, myths, fables. We have many resources on folktales and fables, but very little resources on myths. Any genre from previous years of focus will likely be part of the test. Check the link from Kathy from Jim (Blair?), the Rochester area's library media person, that she sent last week. It includes links to resources.
Tracie-SIT provided an appendix with resources and an activity to work through. Kim passed this out to everyone. We are to choose a passage from the list of grade 2-3 passages samples and develop scaffolding experiences to help the students prepare for the task. As a grade level, commit to a passage & performance task.
*Poem by Joyce Milton Bats:Creatures of the Night and the performance task listed in the sample assessments.
**All of us find a poem and determine a practice performance assessment and an outline of how to scaffold
i.e. What does the author mean by...? What do you need to know...? What clues are there to help you know...?
www.lexile.com will help with determining the complexity (one part of it). Christy will provide copies of the resources from the workshop that Kathy provided us.
Kathy-She is going to be working with BOCES tomorrow on creating a SD opportunity how to write lessons and units that will support the different modules. This will take place 3-4 days after school this spring. It would be helpful to do it with someone else to be able to work together.
Casey- now looking at the sample ELA test and how it is going to be much more challenging compared to their pre-assessment. What happens if my kids who earned more than a 50% on pre-assessment, are not able to reach 85% to show "growth?" Kathy said that this happen in FACS in HS. Once we see what the state gives as a test, we will compare the types of questions to the pre-assessment and go from there.
Kathy would like to see what our team develops for SIT once we are done with it.
Monday, January 14, 2013
January 14th, 2013
Meeting in Theresa's Room (Kim, Joe, Amy, Theresa, Christy & Katie)-shared resources for context clues by using non-sense words (resource from Katie's book group; Catching Readers Before They Fall). We decided that our kids are still struggling with context clues, so we will extend through another week. The week of January 28th, we will focus on prefixes (dis, ir, re, & un) & suffixes (s, es, ly, ed, ing are the most used suffixes) so we will need a pre-test to have for the next meeting. This meeting will be in Joe's room.
Monday, January 7, 2013
Monday, January 7th
Meeting in Kim's Room (Theresa, Kelly, Joe, Amy, Casey, Katie & Christy)
*We discussed our next Progress Monitoring-Context Clues. We are starting this week and will continue through until January 18th. We pulled resources from last year, as well as quick cards to use. Amy is sending out the pre-test. Muffaro's Beautiful Daughters is a great read aloud to introduce context clues.
*We discussed the challenges with vocabulary-even just giving directions to the kids like "read this passage." We shared out different tools that we are using to work on vocabulary (i.e. Word Wizards, Word Study combined with Vocabulary for kids exceeding Spelling Inventory benchmark).
*Next meeting is is Theresa's Room on January 14th.
*We discussed our next Progress Monitoring-Context Clues. We are starting this week and will continue through until January 18th. We pulled resources from last year, as well as quick cards to use. Amy is sending out the pre-test. Muffaro's Beautiful Daughters is a great read aloud to introduce context clues.
*We discussed the challenges with vocabulary-even just giving directions to the kids like "read this passage." We shared out different tools that we are using to work on vocabulary (i.e. Word Wizards, Word Study combined with Vocabulary for kids exceeding Spelling Inventory benchmark).
*Next meeting is is Theresa's Room on January 14th.
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