Grade+2+Collaboration

// We will use this space to keep track of our work together during team collaborations. Members are free to include comments, insights, add content, etc. Click edit to add content. //

__**September 19, 2012**__
Present: Jackie, Michelle, Scott, Morgan, Jen

Purpose of our Collaborative Meeting Together
The 4 P's of Collaboration We want our collaborative time and conversation to encompass the following P’s:
 * __Purpose__ – a focus in student learning that is results -oriented and data driven
 * __Practice__ - discussing and sharing instructional best practices
 * __Participation__ - each member of the team engaged in accountable talk, sharing ideas, present and prepared for meetings
 * __Product__ - making student work the focus of our collaborative efforts

APPR- Student Learning Outcomes (SLO’s)
Everyone has set up their eDoctrinia account SLO for both ELA and math. Class list have been establish with student given a score (2-4) to rate their progress toward the learning objective. We will look at the rational, learning standards, baseline, etc a future meeting to make sure SLO is complete and ready for approval.


 * //Note: We will be using the Words Their Way- Spelling inventory as the assessment to measure student growth in ELA. Classroom will give the eVisions Math pre- test for math//

Schedule/ESL
Student are being pulled for support during content block and end of the day for writing. Gloria is also pushing into Jackie's room for word study a few time each week.

Assessment
Assessment expectations were review at a previous meeting- It is important that teacher administer these assessment with fidelity and follow the prompts carefully . See the District Literacy binder and CAS assessment guide for specific details, target scores, and dates. Data needs to be entered into NorthStar by October 5th. Teachers should make sure they can log on to this website. Students not at level Level I will need ELP probes completed


 * <span style="font-family: Arial,Helvetica,sans-serif;">Note: Complete September Baseline writing prompt- evaluate using this CCSS rubric for narrative- [[file:2011 CC WRITING RUBRIC 2nd Gr. Narrative .pdf]]
 * <span style="font-family: Arial,Helvetica,sans-serif;">CCSS expects narrative writing, augument/opinion/persuasive writing and information writing- we look at implication for second grade writer's workshop at future meetings

<span style="font-family: Arial,Helvetica,sans-serif;">Words Their Way/ Word Study
It appears the team has access to needed WTW companion guides. The team began the process of analyzing at spelling inventory and grouping students by spelling level. It is important to circle features that student can do so it is easier to count up scores in each range. Morgan gave suggestions where to start word sort using companion guides

Interactive Read Aloud
Teachers need to insure they are using the highest quality read alouds with students. List should be review for quality and effectiveness in the instruction process. There are certainly lot of new titles that should be tried.

Consider using this read aloud plan to align questions to critical lenses-


 * Team Inquiry**- Scott suggests the following- // How we can more effectively use the Interactive Read Aloud to increase accountable talk and our student's ability to think more critically about text? How can we use the interactive read aloud to model writing about reading? //
 * Bring a completed lesson plan and read loud text to our next meeting to share.


 * Next Meeting-** October 29th at 11:15 am (note this a change from the previous collaboration calendar)
 * 1) Team Inquiry/Share- Interactive Read Aloud

__Small Team Collaboration Meeting__- October 22, 2012
 * 1) eDoctrina - Check to make sure all kids are there and have a target score, Make sure ELA and Math are selected, not other
 * 2) Northstar - How to view data and reports.
 * 3) November unit of study, including the planning format that 1st grade uses.

__October 22, 2012__
Present: Jackie, Michelle, Scott, Jen


 * eDoctrina**
 * Team checked to make sure all kids are there and have a target score, Make sure ELA and Math are selected, not other


 * North Star** - How to view data and reports. Everyone was able to log in to Northstar and view reports of kids.


 * November Unit of Study** - We have not received the new unit, but last year's unit matches this year's curriculum calendar.

Beginning overview of evaluation process- see attached slides below. Each teacher was given the pre-conference and reflection form-
 * APPR Process- Design Questions-** Please look over this information. Scott will discuss this in more detail at the pre-conference
 * Details
 * [[file:Pre Observation Form and Reflection REVISED.doc|Download]]
 * 40 KB

The pre-conference form with discussion questions assists in the evaluation Domain 2 and in support of Classroom Instruction observed in Domain 1. Teachers should come to the pre-conference ready to discuss these questions. You can make notes on the form. There is no need to write a narrative. The lesson plan and any rubics or assessments can be attached as further evident of planning and preparation. Reflection form helps to evaluate Domain 3. Domain 4 evaluated through our collaborative work together.

Under each design question to be evaluated during observation there are strategies and behaviors that support these questions. Rubrics for each strategy/behavior that can be observed are on a scale Not Using (but should have been observed)=0, Beginning= 1, Developing- 2, Applying=3, Innovative =3. At this point a rating of //developing// should not be seen as deficient. A rating of //applying// includes monitoring of at least 50% of students during the lesson; a rating of //innovating// considers monitoring, adapting, creating, and differentiating for all the students. A rating of //innovating// may be rare at first but certainly a goal for the future. See the rubrics here-
 * Details
 * [[file:APPR Classroom Strategies and Behaviors Overview.pdf|Download]]
 * 71 KB

__October 29, 2012__
Present: Jackie, Michelle, Scott, and Jen

AIS Math- Shared grade 3 sample CCSS assessment questions Interactive Read Aloud
 * Shared Reading**

__November 5, 2012__
Present: Jackie, Michelle, Scott, Jen, Morgan

Any burning questions? //1. How important is it for kids to participate in chorally reading during shared reading? Sometimes it just does not sound fluent.//
 * Shared Reading**
 * Important- Consider the purpose of shared reading- comprehension and fluent reading; expect participation- stop and get them to read with you
 * Fluency- rate, phrasing (flow, cadence), intonation (may need to focus on each of these parts the make up fluency)
 * Rate- use the pointer- read with me; stop them if they are not keeping up (important for it to be a shared experience)- At the end at each day (if you have time) read a portion of the text continually to practice fluency
 * Be responsive to the needs of the students as you plan- What ever you're noticing- that's what you teach to.

//2. The CCSS standards say.... "grade level appropriate", are there resources about phonic skills to uses as a reference to define grade level appropriate?// 3. //Can we take the big books?//
 * Use the F&P Continuum- F&P phonics as a support
 * Yes, though we are organizing the big books- you can take them if you need them- they are being leveled. Soon they will be in the reading room.

Study- Text: Chapter 3- __Read It Again__ by Brenda Parks Anything that you notice and wonder?
 * Students need to learn how to organize and sources of information to make meaning- Semantics (meaning), syntax (structure), graphophonics (visual)
 * Get the whole text in front of kids on Day 1- focus on meaning
 * Vocabulary- know your kids; build background knowledge during shared reading (i.e. Jackie- dining room example)
 * Syntactic- challenge when the child's language patterns are not correct- The have trouble recognizing if it sounds right.

Next Meeting- November 20, 2012 from 3-4 pm

Following Meeting- November 29th- focus- math problem-solving

__November 26, 2012__

 * Overview of the Math Learning Carpet
 * Jen Wilson gave an overview of the training she received on the math learning carpet. We are not sure if or when we will be receiving the carpet. If we do get it we will again go over the process of how to use the carpet in more detail.
 * Unpack the Nov./Dec. unit for Reader's Workshop
 * We looked more closely at the Nov./Dec. unit for Reader's Workshop and discussed some of the indicators in depth.
 * How to enter data into Northstar
 * We met with Scott Wolf and talked about when the assessments are due next and the expectations on how to administer them during class time.

__** 11/29/12 **__
 * **__What was needed to solve the problem?__**
 * __Practice Standards__
 * Make sense of problems and persevere in solving them.
 * Model with mathematics


 * __Domain Standards__
 * 1. Use addition and subtraction within 100 to solve one- and two-step word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem.1


 * 2. Fluently add and subtract within 20 using mental strategies.2 By end of Grade 2, know from memory all sums of two one-digit numbers.
 * **What Did You Notice?**
 * **Positives**
 * Everybody circled or underlined information
 * Everyone knew that they needed to add
 * Most added correctly
 * Used charts, tally marks, pictures and some extended the number pattern
 * Grouped addends into smaller problems
 * Everyone wrote something
 * Some used words from the question, most connected the why to the what
 * Some used words from the question, most connected the why to the what


 * N**egatives**
 * Didn’t highlight the important information
 * Didn’t read the problem carefully- didn’t read the words ‘patterned continued’
 * Didn’t understand that there was information missing that they needed to find
 * Some work was unorganized and not labeled
 * Need to use more words from the question


 * **__What Do We Do Now?__**
 * __Problem__ || __Action__ ||
 * * Make Sense of Problems || * Modeling on circling what is important- focusing on question (circling it)
 * "You can't know what's important until you know what the question is." ||
 * * Make Sense of Problems || * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 12px;">Give students problems with missing information or abstract language. ||
 * * Model with Mathematics || * Model showing work that is labeled and organized enough to help solve a problem ||
 * * Construct viable arguments || * Practice using question and details from the problem to help explain the 'why' ||

__January 14, 2013__

 * Debrief from the lockdown drill-
 * met with Scott in IMC

Evidence to support the indicators
 * Unpack the Feb. unit of study:
 * examined indicators and discussed possible minilessons
 * met with Morgan regarding Feb unit of study

• talked about evidence we would need to provide for each indicator Resources needed • fluency checklist (we all have this now)


 * Review benchmark assessments and what we are noticing about our kids. What's working and what isn't?
 * Reviewed The information writing task for January

__January 23, 2013__
Present: Morgan, Scott, Jackie, Jennifer

__Performance Task for January Unit of Study__ Students will create a non-fiction book- We will focus on indicator 3- determine importance using main ideas and supporting details. Score the work and evaluate the evidence/ indicator using check- proficient, check + accomplished, check - developing. Bring work to our next team meeting in February.

__Interactive Read Aloud__ Big ideas and components- reviewed Close reading and complex text Central lines of inquiry- Interactions- structures (think aloud, turn and talk) and content (question- literal, inferential) Reflect on the conversation at the end of the reading time

Planning a Read Aloud Together Book Selection- What needs to we have- Current or future unit of study, gets kids to think at deeper level, other mentor text, help address text feature that students might struggle with, etc.

Team chose- __Bink and Gollie__ by Kate DiCamillo- Longer text, lots of information in the picture, text feature- notes and other things for the read to attend to that supports understanding of the text.
 * As Morgan read- begin to think of themes- **individuality**, **friendship** (peer relationships), compromise,
 * Engagement from the Start: //Can two people be friends even though they don't have common interest?//
 * Lines of Inquiry- p.5 Literal- Describe what they just did (told by teacher). Inferential- What does this tell you about their friendship?

__February 6, 2013__
Present: Morgan, Scott, Jackie, Jennifer, MIchelle

__Interactive Read Aloud- Reflection__ Lots of questions- disrupting the "flow" of reading the text Remember- purpose- Helping kids experience "close" reading and going deeper (expectation of the CCSS) Focus- less post it but at more meaningful times in the text (character exchanges/interactions, problems, solutions) Spotlight on theme but you can talk about other things that are relevant. Don't make artificial- by asking too many questions.

__Unit of Study- January- Evidence of Learning__ Review non-fiction reading/writing performance task- task was valuable for students to complete. Could be used to measure PI #3 and #4. Share/discuss student work considered proficient- When teaching next year be sure to explicit teach student how to write topic sentence.

__March 18, 2013__
__Agenda:__ We talked at length about the format of the assessment and how that might have tricked the students. We also looked over what a 1,2,3,4 might look like to make sure we were on the same page. We discussed our definition of a 1,2,3, and 4.
 * Look at Feb. end of unit assessment for reading

Unfortunately, we do not have the April unit of study as of yet. Therefore we can not unpack the unit. We did discuss how the research should be done. How do students research a topic in a non-fiction book. Do we give them guidelines or not, and just let them be free. What format do we want from them in their research writing? What resources do we want them to use. i.e. books,computers etc. We looked at an example of what kids would look for on the computer if they were researching the weather. The emphasis is on "how" do you research and gather information.
 * Unpack April reading unit
 * Look at Unit 5 math test and answer key (This test hasn't been given yet) We looked at the answer key that was done with Frank and the acceptable responses.
 * Look at Unit 6 in Math if time. Adjourned at 4:10, did not have enough time.

March 28, 2013
Present- Jackie, Jennifer, Michelle, Morgan and Scott

General feedback around the big areas of literacy-
 * independent reading workshop- mini-lesson, current Unit of Study (evidence of learning),
 * guided reading,
 * shared reading and
 * interactive read aloud.

Team members share one interactive read aloud you used this month

April 22, 2013
Joint Meeting with Grade 3 Present: Jackie, Michelle, Jennifer, Monica, Susan, Kerri, Lindsey, Scott

__Reviewed benchmark assessments__
 * Students that are at the April standard will not need to be updated at this time but should be done before the end of the year.
 * All assessments need to be completed and put into NorthStar by June 14th. If you want the office to record data, submit this data by June 10th.
 * Spelling inventories should be completed on all students the week of June 3rd. Grade 2 teachers should give them to Amanda Johnson to score. 2nd grade teachers can administer but not score the inventory because it is part of their SLO. 3rd grade teachers can adminster and score in the inventory. The SRI will be given to students at the end of May. Teachers should make arrangements with Julie in the library.
 * Discussed the text level goals for end of year. See CAS for details as well as attached documents
 * Comprehensive Reading- [[file:Comprehensive Reading Scores Guide- Revised 2013.pdf]]
 * F&P Instructional Reading Levels- [[file:F&PInstructionalLevelExpectationsForReading.pdf]]

What might cause the changes we see in a student’s reading data over 10-week period between grade levels? •Possible lack of reliability in the administration and scoring the assessments. •Summer regression (10 weeks w/o instruction and limited or no independent reading at home) •Students not secure in the reading behaviors at a given level (fragile) in June. Not really independent at a given level.

__How to best define if a student reading at an independent level.__ Answer these questions:
 * 1) Have they read broadly across that level?
 * 2) Can can they read fiction and non-fiction as well with accuracy, fluency, and strong comprehension?
 * 3) Is their writing coming along (matched or close to their reading level)?

__Fountas & Pinnell Benchmark Assessment__ Grade 2- Stop assessment if student can read instructionally at Level 0 Grade 3- Stop assessment if student can read instructionally at Level R

Closer look at the F&P


 * Observe a student being assessed
 * Examine their oral reading of text (running record)
 * Decide on a fluency score
 * Decide how we would score their comprehension conversation. Analyze the conversation.
 * Discuss any considerations for testing and scoring (scoring key, key understanding, prompts, etc.
 * Examine and score their writing about reading

May 13, 2013
Present: Jackie Starks, Jennifer Wilson

1) Review all of the literacy units, and determine what resources we need for next year. Searched Scholastic and Barnes and Noble sites for titles to support our unit of study, generated a list of titles that fill the voids we experienced during the year, e mailed list to Morgan. 2) Deconstruct the Math end-of-year test, and determine most pressing instructional needs based on current student performance.

May 17, 2013
Present: Jackie, Jennifer, Morgan, Scott, Michelle

Take Aways for the Recent Guided Reading Coaching Cycle
 * Time management
 * Much more mini-lesson like
 * Scaffolding- I do, We do, You do
 * Does the structure make sense- Focus- "Quick down and dirty"
 * Target- GR groups with the purpose of growing up a level.
 * Shift from teaching the book to teaching the text structures and behaviors to grow kids up
 * Structure is the same (even at level G) but you may spend more time in a certain area of the lesson or may also use different tools (magnetic letter vs. whiteboard for word work)

What levels do your really need to be an expert on? What anchor books to you have to refer back to as you conferring or teach kids in those levels?
 * Low end- Level G..... High end- Level N/O- Need to have clear understanding and control over the reading behaviors/ text features of levels J-M.
 * Goal- By September- have, read and know at least 2-3 level J - M anchor books. Are there recommendations? (Morgan will get this information for you). Jackie shared how these could be kept in a special basket to be used for conferring (not necessarily in the library for students to read).

How do you make guided reading and or strategy groups a regular part of you literacy instruction each week?
 * Ginny suggested- 60% independent reading (conferring); 40% guided reading