Kindergarten+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 12, 2012__
Present- Lindsey, Morgan, Cindy, Joann, Mary, Darcy, Scott

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. Classrooms will give the eVisions Math pre- test for math//

Schedule/ ESL Schedule
Meghan will be taking a group of students with ELL needs from 8:30-9:30 daily. During this time the kindergarten literacy block in all classroom and ESL will focus on more talk, shared reading taking it to writing (interactive/community writing) and vise versa and word study. __Morning Kindergarten LIteracy Block Schedule__
 * Morning Meeting- 8:30
 * Shared Reading/Interactive Writing- 8:45
 * <span style="font-family: Arial,Helvetica,sans-serif;">Word Study- 9:10
 * <span style="font-family: Arial,Helvetica,sans-serif;">Independent Reading Workshop (mini-lesson, independent reading, partner reading, conferring, share)- 9:30
 * <span style="font-family: Arial,Helvetica,sans-serif;">Centers/ Small Group Instruction- 10:00 am
 * <span style="font-family: Arial,Helvetica,sans-serif;">Transition to Math- 10:40

//__Note__: Research has shown certain core instructional practices effective in improving student reading when teachers have students write about the texts they read it improves their reading. This talk and writing to read need to be a focus at the beginning of kindergarten. When teachers teach students the writing skills and processes that go into creating text as well as increase how much students write it has a positive effect on their reading// <span style="font-family: Arial,Helvetica,sans-serif;">Sample- See how these teachers have immersed their kindergarten classroom in writing and print- @http://www.nellieedge.com/photoessays/writingtoread/writingtoread.htm <span style="font-family: Arial,Helvetica,sans-serif;">They have also published this short text with lots of examples-

September Baseline Writing- Use the attached rubric to evaluate student writing-

<span style="font-family: Arial,Helvetica,sans-serif;">Assessment
<span style="font-family: Arial,Helvetica,sans-serif;">Morgan reviewed assessment expectations- <span style="color: #0000ff; font-family: Arial,Helvetica,sans-serif;">It is important that teacher administer these assessment with fidelity and follow the prompts carefully <span style="font-family: Arial,Helvetica,sans-serif;">. 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. For the F&P, teachers will need to have students complete and score the writing about reading prompt this year.

__<span style="font-family: Arial,Helvetica,sans-serif;">September 17, 2012 __
<span style="display: block; font-family: Arial,Helvetica,sans-serif; text-align: left;">Present- Lindsey, Morgan, Cindy, Joann, Mary, Darcy, Scott <span style="font-family: Arial,Helvetica,sans-serif;">Word Study/Words Their Way- Reviewed inventory results; most students are at the beginning stages; review chapter 3 of the WTW text for process <span style="font-family: Arial,Helvetica,sans-serif;">Team Inquiry- Suggested inquiry: //<span style="color: #0000ff; font-family: Arial,Helvetica,sans-serif;">How can we writing and shared reading experience to build the foundation for reading. Look at shared reading and interactive writing. //<span style="font-family: Arial,Helvetica,sans-serif;">At our next meeting bring example of shared reading or interactive writing and be prepare to talk about students responses to the lesson.

<span style="font-family: Arial,Helvetica,sans-serif;">**__Thursday, October 4th__**
Present- Cindy, Joann, Mary, Darcy, Scott

<span style="font-family: Arial,Helvetica,sans-serif;">**Schedule-Future Meetings** <span style="font-family: Arial,Helvetica,sans-serif;">Small Group Team Meeting- 10/15 <span style="font-family: Arial,Helvetica,sans-serif;">Ginny Lockwood- 10/16, <span style="font-family: Arial,Helvetica,sans-serif;">EnVisions Training- 10/24


 * Phonemic Awareness**

What is phonemic awareness? Its more then just rhyming and it's not teaching letters and sounds. We need to understand the difference between phonemic awareness, alphabetic principle and phonics. IRA definition: insight about oral language and segmentation of sounds that are used in speech communication.

Shared reading and interactive writing provide a great vehicle and context to explicitly help student's acquire phonemic awareness.

Strickland and Schickendanz (2009) in their book //Learning About Print in Preschool: Working With Letters, Words, and Beginning Links With Phonemic Awareness// suggestion good reading instruction will lead to the development of phonemic awareness and success in learning to read when teachers:
 * Offer students a print-rich environment within which to interact;
 * Engage students with surrounding print as both readers and writers;
 * Engage children in language activities that focus on both the form and the content of spoken and written language;
 * Provide explicit explanations in support of students’ discovery of the alphabetic principle; and
 * Provide opportunities for students to practice reading and writing for real reasons in a variety of contexts to promote fluency and independence.

Resources-

Joann and Cindy share example of interactive writing created from illustration from a big book read during shared reading. Cindy explained student share the pen writing HFW, beginning sounds in words, inventive spelling, etc. Pages from interactive writing are put into a class book that can be read by students. Mary shared small book that are created at the end by students.
 * Team Inquiry**- Shared Reading/Interactive Writing-

Beginning overview of evaluation process- see attached slides below. More information will be shared with teachers at their pre-conference. Each teacher was given the pre-conference and reflection form- 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.
 * APPR Process- Design Questions**

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-

__**October 15, 2012- Small Team Meeting (K-1)**__
<span style="display: block; font-family: Arial,Helvetica,sans-serif; text-align: left;">Present- Lindsey, Meghan, Cindy, Joann, Mary, Darcy, Scott, Marilou, Wendy

Teachers went in and complete their projected ratings for each student in their class for ELA and Math. Student that leave should be deleted. Student that were in attendance on or before BEDS day will be included in the SLO.
 * SLO's**

Teachers were asked to change "other" to either ELA of Math for easier identification. First grade teachers are also able to add the math pre-test to their baseline data.

Scott discussed rubrics and sample overall APPR evaluation breakdown provided from Tony Day. Note- A rating of developing should not be considered ineffective. All teachers should be able to sign into iObservation
 * Reviewed APPR Procedures/ Lesson Observation Practice**

Next Meeting- October 19th at 12:55 pm

Kindergarten ESL
I wanted to share a few thoughts about my Shared Reading/ESL group experiences so far:
 * I was reluctant about throwing myself into the "Shared Reading World," but it's providing many learning opportunities in my group - for my students and me.
 * I was extremely surprised at how much oral language is being produced. It was a pleasant surprise because this group is mainly beginners and intermediates, with one non-English speaker.
 * It is nice to have so many wonderful resources - Cindy, Joann, Mary and Morgan. Thank you for giving me new ideas to use in my class.
 * The routine is easy and the students know exactly what to expect.
 * The enthusiasm shown by the group to participate is really awesome...even my non-English speaker.
 * It's nice to hear kids say, "Hey! My class has that book, too!"

During shared writing, I am amazed by what my students are producing. I would like to share a link to our FlipSnack book that we made as a class. We celebrated our hard work and the students were thrilled to see themselves as authors.

Check it out! http://snack.to/fuj014yl

Thank you for everyone's help! Meghan 10/15/12

Thanks for sharing this Meghan- Scott

__ October 19, 2012 __
Present- Cindy, Joann, Mary, Darcy, Scott, Morgan

__Agenda__

Frank unable to join our meeting today. New enVisions program has lots of pluses though the one big concern is all the paper and pencil worksheet (at time very time consuming and confusing). Scott reminded teachers to make sure they first look at the overall units and lessons and determine the mathematics that needs to be taught. The focus should not be the worksheets but instead the foundational math concepts and big ideas in math. Review this article by Randall Charles-
 * Math**

As you look at lessons, compare goals to the common core state standards. Efforts should be made to use the learning rug to model concepts (as applicable) A list- (key math targets) summarizing the standards was distributed. Teachers should be conscious of the pre-K concepts and skills student need as well as skill at the kindergarten level- Teachers should get more information about implement enVisions math at their meeting on October 23rd. Please bring your questions.


 * Schedule Update- First Hour of Instruction**

Teachers shared how the proposed schedule from 8:30-9:30 am was going- The first day of a weekly cycle runs longer. This is to be expected given the shared reading experience and introduction of word short (WTW). Teachers are currently have difficulty getting word study in. In some cases they are not beginning instruction until 8:35 am (late buses, attendance issues, signing up for lunch, general morning routine things- checking folder, etc.). They are waiting to complete word study until students return from ESL classroom (after snack). While pacing should get better as routines and procedures are established, there is also a concern that if the current schedules persist it will cut into small group instruction when this is introduced.
 * <span style="font-family: Arial,Helvetica,sans-serif;">Morning Meeting- 8:30
 * <span style="font-family: Arial,Helvetica,sans-serif;">Shared Reading/Interactive Writing- 8:45
 * <span style="font-family: Arial,Helvetica,sans-serif;">Word Study- 9:10

Morgan shared how things were going with the schedule with Meghan in ESL. Meghan is having success following the proposed schedule. She is able to get word study in before students return to classroom at 9:30 am. Meghan's comments about the shared reading/ writing experience were recorded into the wiki- 10/15 (see above).

__Scott Comments__
 * Every effort should be made to start the hour of rich talk, writing and word study at 8:30 am. Word study must be complete by the time students return from ESL support at 9:30 am. Familiarity with the literacy components and pacing along with time manage should make this possible but you will need around 60 minutes.
 * Snack time should not start before student receiving ESL support have return and every effort should be made to get students to complete snack quickly.
 * We must strive to help kindergarten students become more and more __independent__ especially with the morning routine. This includes signing up for lunch. Morgan suggested using pictures and pocket charts where students would put their name to sign up for lunch. This would then served as both attendance and lunch count. Most students arrive by 8:10 am the last bus no later than 8:15 am. There are no students left in the cafe for breakfast after 8:20 am. If lunch choice are too many we can reduce choices for students in kindergarten to make it simpler. Teachers should survey their student's lunch choices and see which things are chosen the most. We can easily create picture of these choice and teach the procedure to students (see Amy Cress to create pictures/ icons)


 * Shared Reading/ Interactive Writing- Thoughts**
 * After meeting with Ginny it's clear we need to make a shift in our shared reading instruction and the resources we are using. Shared text need sto match the language/reading needs of our students. The focus is shifted to the instructional needs not teaching the book. After looking at the North Star data Scott commented that shared reading and the text used will look different in Joann's classroom then Mary and Cindy's. If current shared text is not appropriate we can investigate other materials and options (use nursery rhymes and songs, create own text, copy/ enlarge level A and B text). We can look through current big books to see what is appropriate. Other big books can be order if the resource matches our needs (the order of materials should be handle through Lindsey and Morgan). Prior to the coaching cycle teachers are encourage to request teacher response time with Morgan if they need assistance. Lindsey is also available.
 * Scott passed out a chapter- //Engaging Children in Writing Process Through Community Writing// from text __Guiding K-3 Writers to Independence: The New Essential__ (Scharer and Pinnell). In the chapter Andrea McCarrier present a nice overview of community writing (shared/interactive writing). This integrated approach has several advantages for our learners. Teachers continue to work to embedded more interactive writing into the first hour of instruction. Infused with meaningful talk, McCarrier explains that interactive writing can be based on various experience that happen both in and outside the classroom (ie field trip, playground). With both text (interactive read aloud or shared reading) or as a result of an other experiences shared by students. Students talk first then compose text together.

Looked at current first grade beginning of the year data- there are several students who were in kindergarten last year that are not solid in the letter sound. It is essential students have these when leaving kindergarten. As discussed at past meeting they must also be able to manipulate sounds in oral language (phonemic awareness). Shared reading and interactive writing are great vehicles to develop phonemic awareness and alphabetic principle.
 * North Star Data- Letter Sound**
 * Morgan ordered the update F&P letter/ sound chart for classroom. This will provide better consistence especially with intervention such as Reading Recovery and Language Literacy Intervention (LLI).
 * We will continue to monitor student growth each quarter in letter id and letter sound. Student not making adequate progress will be subject to focus Tier 1 intervention. This will be discussed in more detail at the kindergarten CAS meeting on November 16th
 * Words Their Way- Goal for end of year- Students reach the early to middle letter name stage

November 19, 2012 from 3-4 pm
Present- Cindy, Joann, Mary, Darcy, Scott, Morgan, Lindsey

Meghan- beneficial to learn about the printouts offered North Star. Mary- What are the real targets? Red or district targets? Need more specifics about forming and facilitating strategy groups to address emergent reading needs.
 * Thoughts about the recent CAS meeting**

Helping students learn their letters and sounds as well as how to work with books Jan Richardson- __Next Step in Guided Reading__ (Chapter 3- Pre-A and Emergent)
 * Pre- A Lesson Pla**n
 * Emergent readers have less than 40 letters ID and even fewer letter sounds
 * Create strategy groups to address letter knowledge as well as early reading skills and strategies (i.e. letter formation, segment sounds, discuss story).
 * Pre-A lesson plan good for second language learners

See the plan-

__Pre- A lesson- two components__

Component 1(tracing and ABC Book) For the ABC Book- Start with the known letter (read- letter name and trace daily); Note if they have less than 10 known letters- include just these letters in their ABC book, add letters as they learn more (i.e. known and letters in their name). If they have 40 letters, include all 26 letters in order in the book. When tracing- the less language the better (i.e. slant down, sland down, across for the letter /a/). Picture in the ABC book will match the F&P chart. (4 minute- practice- do this first thing or during recess time).

Component 2 (20-minutes) - Working with letters and names, working with sounds, working with books, interactive writing. Need to make time for all four activities during each lesson.

Strategy Groups:
 * Rao- Damon (7), Faris, April (28), Modesto, Sarah
 * Joann- Carlito (2), Mayar (32)
 * Cindy- Jayden (6), Maria (15), Owen (22), James (22), Emily (27), Brianna (23)

Summary- Pre-A small group overview
 * select no more than 4 students--students with lowest letter ID
 * fill out the letter/sound checklist--known letters and sounds for students
 * students read their ABC books daily with an adult. (outside of small group time)
 * use the pre-a lesson plan template
 * Pre-A small group meets daily starting Nov. 26th.
 * Lindsey will make herself available to model a lesson if needed

November 26, 2912
Present- Joann, Mary, Morgan
 * launch shared reading cycle
 * schedule and logistics
 * looked at the CCSS

November 30, 2012 at 1:00 pm
Present- Cindy, Joann, Mary, Scott, Morgan

__Update- CAS- Pre A lesson for select K- students__
 * All started meeting group
 * Time management
 * Working it into the schedule- Mary has 2 groups they meet every other day.
 * Reviewed schedules for NorthStar- All targeted students have updated letter ID and sound

__Shared Reading__ -Reading- Chapter 3: __Reading It Again__, thoughts
 * Implicit and explicit
 * Text choice important- carefully selected
 * Team will need resource to replace big books used during Sept- October.
 * Shared reading vs. sharing a book with student- still need to build "old favorite" student can use during the workshop in the Fall
 * All about meaning

Shifts in Understanding- Old vs. New Shared Reading **was** ...
 * Enlarged text
 * Whole group
 * Choral Reading
 * Extracted teaching- explicitly taught one teaching point, HFW daily
 * Opportunity for drama, poetry, song (extension opportunity)
 * Picture walk on day 1 (most pages then a prediction)- vocabulary development
 * Writing connection (interactive)
 * Books derived from shared reading text (interactive writing)

Shared Reading is **now**...
 * Text choice- book match to student need (data)
 * Whole group
 * Repeated Choral reading
 * One explicit teaching point, many other implicit (cues from kids)
 * Language-based
 * First day schedule,- 3- print, 1- Fluency
 * Picture walk but only two pages (brief intro)

//Joann- "First word, first touch"- great idea!//

__Upcoming Meeting__ Monday, December 3rd at 8:40 am (shared reading touch base with Morgan) Tuesday, December 11th at 8:40 am (shared reading touch base with Morgan)

__**ESL Writing Thoughts-December 11, 2012**__ I have been looking through the Reading Workshop Overview for January and I noticed that the "Consideration for Writing" will be Procedural Writing (How to... books) I am in the middle of working on books with the 1st grade ESL students and I found some really nice and helpful graphic organizers to help students put their thoughts in order.

This sheet helped the students visualize the various steps. We made brownies as a group and they used pictures to represent the steps. (great for English language learners)

Then, we used this for our sentences:

This sheet helped me help the students who had a difficult time thinking of a topic to write about:

I know that these sheets may be a little sophisticated for Kindergarten, but I thought it would be too hard for 1st grade and they are taking off with it! So, good luck! -Meghan

January 2, 2013 at 1:00 pm
Present- Joann, Mary, Scott, Morgan, Darcy

__Announcements__
 * Pre- A interventions: You will meet at Thursday during AM program to update your progress with these students with Lindsey
 * Getting ready for small group instruction- Will start this month; Also working on the benchmark assessments. Will give the F&P to get accurate reading level.

__Interactive Read Aloud__.
 * Logistics- looking over the coaching schedule- Morgan will be modeling the read aloud. Will work with teacher to alter schedule as needed to make things work. Day 1- Teachers observes the lesson using the observation sheet- Debrief and tweak the questions if necessary for Day 2- observe Day 2
 * Read Aloud planning sheet has been altered a bit- looked at the new sheet. Focus of the planning it to set questions along specific lines of inquiry.
 * Planning- Choosing a book. When selecting books for kindergarten student choose books that cover themes/literacy lenses of family- fairness- friendship. Students can relate to these at this age.
 * __Ellison the Elephan__t- possible lines of inquiry: relationship, being yourself, practice/ persistence/ effort, individuality/uniqueness, acceptance, self-worth self-confidence, encouragement
 * Its there something bigger then the book? Is it intellectually stimulating? Why would I want to use it? (habits of mind, strong character, self-confidence)
 * Engagement- Set up the story "Look at the cover. This is Ellison, how do you think he feels? He's sad and lonely because he does not have a good trumpeter like the other elephants and the other elephants pick on him."
 * Could use a code as you move through the book with post it notes- TA= think aloud T&T =turn and talk G= group conversation
 * First line of inquiry- kindness/ acceptance Think three lines of questions (literal, inferential, unanswerable) "Ellison's sad because he's getting bullied because he can and moms loving him so he feels better (literal-told). "Is mom helping him?" (inferential) "Does he have to make the same sound as everybody else?" (unanswerable/personal) (continue this process for each stop- ID the line of inquiry then move student through three levels). Maximum of three lines of inquiry (could have more than 3 stopping points). Accountable talk- balanced. 20%- Teacher think aloud, 40-60%- group conversation, 20%- turn and talk/partner talk. If you choose to have a student(s) share out after the T&T make sure you know what that child is going say and it supports the inquiry.

Team will continue planning at Thursday's meeting.

January 31, 2013 at 1:00 pm
Present- Mary, Scott, Darcy

__Math- Envision Program, Number Talk and Learning Carpet__

Observations- Students are using the 10 frames and beginning to subitize. Will be giving the topic 6 assessment. Students might need more time for some of the concepts and skill. It is essential to look over the unit assessment prior to teaching the unit. It seem the program in general in developing the foundation math concepts and skills. The math program is becoming more managable. Number Talks- Frank need to come in and model Number Talks. Learning Carpet- Mary uses it almost daily. Cindy has used the carpet for 1-10; carpet provides a nice visual. Very engaging As you teach math it is important to alway consider how you are teaching and reinforcing the follow mathematical practices from CCSS. Kindergarten is the place to begin to build the foundation and practice

Standards for Mathematical Practice (From the NYS CCSS document) The Standards for Mathematical Practice describe varieties of expertise that mathematics educators at all levels should seek to develop in their students. These practices rest on important “processes and proficiencies” with longstanding importance in mathematics education. The first of these are the NCTM process standards of problem solving, reasoning and proof, communication, representation, and connections. The second are the strands of mathematical proficiency specified in the National Research Council’s report //Adding It Up//: adaptive reasoning, strategic competence, conceptual understanding (comprehension of mathematical concepts, operations and relations), procedural fluency (skill in carrying out procedures flexibly, accurately, efficiently and appropriately), and productive disposition (habitual inclination to see mathematics as sensible, useful, and worthwhile, coupled with a belief in diligence and one’s own efficacy).

1. Make sense of problems and persevere in solving them. 2. Reason abstractly and quantitatively. 3. Construct viable arguments and critique the reasoning of others. 4. Model with mathematics. 5. Use appropriate tools strategically. 6. Attend to precision. 7. Look for and make use of structure. 8. Look for and express regularity in repeated reasoning.

__Interactive Read Aloud- Update__ Team experience difficulty completing the plan of the read aloud on Jan. 2nd. Lots of questions- disrupting the "flow" of reading the text Remember- purpose- Helping kids experience "close" reading and going deeper (expectation of the CCSS). Team is encouraged to read other book outside this experience for enjoyment

__January Reading Unit of Study__
 * Anchor Charts to Support the Work
 * Evidence of Learning

** February 8, 2013 **
JOANN, MARY, CINDY & MEG Math sense - counting to 100 by ones and tens. We made a chain counting by tens to 100 and we made crowns for the 100th day counting by tens too!

ELA -making sense of words to create a sentence. "Today is the 100th day of school!" students were given the words and asked to create a sentence for the 100 day crown!



Parents come to Kindergarten!
Thursday, February 28, 2013 Joann, Mary and Cindy





__** February 27, 2013 @ 1:00pm **__
Present: Cindy, Mary, Darcy, Lindsey

__Pre-A Tier 1 Intervention Group follow up:__ __Guided Reading Discussion focusing around the Jan Richardson plan:__
 * The kindergarten teacher like the format of the Pre-A lesson plan, along with the theory and descriptive resources developed for this level.
 * The Pre-A group will continue until the students have about 40 letters that they can consistently identify by letter name. These student will continue to read level A books during the working with books section.
 * Mary believes her Pre-A group can now transition over to a level A guided reading framework.
 * Cindy will continue working with her Pre-A group
 * The Pre-A and Emergent guided reading chapter from Jan Richardson's book, __The Next Steps in Guided Reading__ was copied and passed out as a resource. I didn't state that you need to read the chapter or use the framework, but it has the potential to help fence in your guided reading instruction. This resource was copied and shared because I was approached about what to do next with the kids in the Pre-A group and where to go next with some kids in guided reading.
 * While at the Reading Recovery Conference two messages I heard over and over again were about stating the obvious to children and digging the ditch between reading and writing instruction/processing. As teachers we know that the ditch needs to be dug to connect reading and writing by showing the kids how to make meaningful links, but sometimes the how part gets messy.
 * One proposed way to built these links is through guided reading and a guided writing instruction. Jan Richardson guided reading plan for the emergent level reading might be perfect for the students in the Pre-A group who now know about 40 letters by name. Her plan is similar to the Linda Dorn work of reading on day 1 (typical guided reading framework) and a rereading and guided writing focus on day 2. Does this plan need to be used with every guided reading group in kindergarten...no. As mentioned by Ginny last year, each kid in your class may not be seen in a guided reading group everyday. The groups will cycle in and out of instruction as they work towards independence in a specific reading level. Your top level groups may not need a reading/writing model for guided reading (Jan Richardson or Linda Dorn framework). However, the Jan Richardson framework has the potential to help solidify early reading and writing behaviors, text features, HFW, concept about print elements for the striving learners, who are not easily making the connects.
 * From the members present at the meeting, you seemed to agree that this framework would help dig the ditch between reading and writing and fence in the guided reading instruction to teach for processing not accuracy.
 * My schedule now has a few teacher request times, so if you're interested you can help sign me out to help.

Lindsey 3/2/2013

Kindergarten Collaboration March 11, 2013 Mary, Joann, Cindy

March, March, March, March March, March, March, March Our new unit is March, March, March, March March!

The "K" team met to work on the March Workshop Unit of Study - children are learning about research in non fiction books. We have also developed a research discovery book to support our teaching with the unit. The book is student driven with student drawings, thoughts, questions, answers, and findings. We plan to have the students share all their findings again at the end of the unit in hopes other students may wish to continue researching and discovering on their own.

__** March 20, 2013 **__ Present: Cindy, Mary, Joann, Darcy, Morgan, Scott

1. 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.

Each member shared an interactive read aloud you used this month. Quick preview of Olivia Wahl visit- March 26 from 1:30 - 3:00 pm

__April 15, 2013__
Present: Cindy, Mary, Joann, Morgan, Scott, Darcy, Lindsey

__Reviewed benchmark assessments and goals for ELP.__
 * 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. They are then to be given to Amanda Johnson to score. Teachers can administer but not score the inventory because it is part of their SLO. See CAS for details.

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__ Stop assessment if student can read instructionally at Level F Teachers should do the writing about reading portion with all students by the end of the year.


 * 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

Discussed any takeaways from today’s experience.
 * Students can use the book to assist them in their response however, teachers cannot encourage use of the text. Students should feel this book talk is similar to any discuss (i.e. during guided reading) and be in the habit as need to support their ideas with evidence from the text.
 * Use of the prompts standardizes the assessment. The goal if for students to talk about the text in a more naturally way. It is not about a retell.

__May 9, 2013__
Present: Cindy, Mary, Joann, Frank, Scott, Darcy, Leanne

Kindergarten Orientation Date 2013-14
 * Mary will check vacation schedule. First choice- 8/28 at 6:30 pm; Second choice- 9/3

Projectors- need to establish location in the class; recommend placing it in your community/whole group area

Reflection- Current Coaching Cycle

Math- What Worked, What Did- Suggestions
 * Work mats are cumbersome- lots of paper/pencil. Would like to see more math manipulatives
 * Look carefully at the concepts and formatting of the assessment. Students must have experience here but there should still be flexibility for more "hand on" (manipulatives, learning carpet)
 * In the assessments or independent practice- students need to be able to generalize and transfer.
 * Vocabulary development in math much stronger.
 * Students are thinking more about math mentally.
 * Concept development and sequence of instruction clear- very helpful

__Reflecting on Topic in eVisions__

Topic- 1 Reading and Writing #1-5
 * Could have work through this topic faster
 * Students need the motor skills to write the numbers (OT skills at home over the summer in preparation- learning how to hold the pencil correct)
 * Directions for Parent not always clear

Topic- 2 Comparing and Ordering 0-5
 * Lots of concept vocabulary (more, fewer, less, etc.)

Topic- 3 Reading and Writing # 6-10
 * Same process

Topic - 4 Comparing and Order 0-10
 * Tricky- two more, two fewer
 * Introduced the number line as a tool here- would be good to use the learning carpet here

Topic 5- Number to 20- Reading and Writing
 * Lots of number writing- students really got good a number writing (dry erase and work mat)

Topic 6- Numbers to 100
 * Using the hundred chart- good learning carpet (introduce base 10 blocks)
 * Counting by 10's

Topic 7- Understanding Addition
 * vocabulary- joining; tool- using number bonds, learning carpet
 * addition sentences- tool- bar modeling
 * writing number sentences

Topic 8- Understanding Subtraction
 * vocabulary- separating; tool- using number bonds, learning carpet
 * subtraction sentences- tool- bar modeling
 * writing number sentences
 * confusion- went from writing the sentence 5 + 3 = 8 to 8 = 3 + 5
 * importance in learning the signs (=, +, -)

Topic 9- Composing and De-composing numbers to 10
 * vocabulary, writing number sentences

Topic 10- Composing numbers 11- 19