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)
Monday, February 25, 2013
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.
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