Kindergarten+Collaboration+2014-15

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October 21, 2015
Present: Maggi, Morgan, Mary, Cindy, Scott How is the language blocking going?

What is our vision of self-directedness in our kinders?


 * Time Sharing**- Looking at the component of literacy throughout the day and across the day.

Looking at a planning sheet from Morgan (taken from Olivia Wahl) Indicators at the top our next week indicator to keep them in mind as we move forward Component along the left hand column- How the components relate to each other also in support of next weeks work.

What's hard to get to. What I always get to
 * shared reading
 * interactive writing
 * reading workshop
 * writing workshop
 * word study

**January 6, 2015**
Present: Maggi, Morgan, Mary, Cindy, Scott

Looked at January writing unit of study in writing- Opinion Writing- Reviewing Literature

Looking at the CCLS- K.W.1 Use a **combination of drawing, dictating, and writing** to compose opinion pieces in which they tell a reader the **topic** or the **name of the book** they are writing about and **st****ate an opinion** or preference about the topic or book (e.g., My favorite book is . . .). Note; Our expectations is higher than the CCLS- we want students to state their reason. K.W.6 With guidance and support from adults, explore a variety of digital tools to produce and publish writing, including in collaboration with peers.

K.W.7 Participate in shared research and writing projects (e.g., explore a number of books by a favorite author and express opinions about them).

The picture should help begin to show the opinion of the book Consider some immersion/collecting lessons:
 * Lesson about opinion (What does it mean to have an opinion?)
 * Lesson about favorite book
 * Audience- who are you writing for (add in with an other mini-lesson)
 * Show video- Reading Rainbow, author website
 * Your opinion about the book (What is the opinion- like don't like, favorite, best, really good; the reason- because, I think..; you should, you shouldn't)
 * Consider high frequency word to introduce and teach that students can use in their writing.
 * Pencil sketch. (drawing done during publishing)- Picture should still match the words.
 * Teach students to put the evidence in the sketch (i.e. it is really funny)
 * Why was it your favorite book?
 * What is your recommendation (i.e. you should read it too, you can go to the library)
 * Publishing use digital tool to create a cover for the book
 * Publishing- create a video (Reading Rainbow like)
 * Publishing- add color to drawings
 * About the author page- take their picture
 * Celebrating- use the doc to share stories
 * Put review next to actually book- display in the library

How to enrich/extend for advance writer
 * A-B pattern (multiple reason and evidence)
 * Make sure students are focus on opinion (not just a retell)
 * Tell about the beginning but don't give the end of the book

Present- Mary, Maggi & Morgan
 * January 26,** **2015**

Worked on the February Reading unit of study- Readers Read, Think, Wonder and Talk about Just-Right Books Worked on indicator #2 Readers share their thinking and wondering about just-right books with a partner Teaching points:
 * Readers share their favorite part of the book and tell why it was their favorite
 * Readers share a funny part of their book and tell why they think it was funny
 * Readers share a part they wonder about and why they wonder that.
 * Readers share what their book is mostly about and why they think that (HUGE)
 * Readers share how and why the book they are reading reminds them of another book
 * Readers share how the book they read reminds them of themselves of your life
 * Readers wonder why something happened in their book
 * Readers wonder what could happen next in their book

February 11, 2015
Present- Mary, Maggi, Cindy and Scott

Writing Unit of Study: Crafting Small Moment Stories Big Ideas: Small moment stories begin and end in the same settings

What did you notice from your student mid-year narrative?
 * Helped to frame some of the teaching points

Do to the length of this unit have at least two stories published.

__**Thursday, March 5, 2015**__ //Cindy and Meghan//

This week in Shared Reading, we are reading the book, __The Animal Parade__. Due to the large amount of ELLs who are newcomers and who do not speak in a large group, Cindy and I dug out our puppets! We noticed that the students used the puppets to imitate the characters in the story and the students took more chances with their language. I think it might be because the puppet is doing the "talking" and they are not. So, this is a wonderful strategy for working with ELLs who are reluctant to speak, but it also a fun way to encourage oral language in our non-ELL students! **__Look at those happy faces!!!!!!__**



Monday, March 9, 2015

Frank: What is working with count arounds, what is not working? Responses: - kids are shy and reserved and may not participate- When we do it orally can we do it with wipe-off board. Write a number on a board and have kids put them in order from 0-20. Making predictions for the kids as they are counting on, the kids who are out can make predictions and reasonings The closer the kids get to landmarks, the easier the estimate can be..