Grade+4+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 24, 2012__- Combined Meeting- Grade 4 and 5**
Present: Sue, Karen, Misti, Jackie M., Kathy, Jen, Pat, Nikki, Morgan, 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

Assessment
Note: Work to complete assessment and submit information to Sheryl by October 3rd. Remember to find the instructional reading level with the F&P. If you jump from independent to hard (no instructional) use the hard and stop. You will need to give and score the Writing About Reading; HFW for your grade level must be both read and spelled. If students struggle reading your grade level list, move down a level.
 * On-demand Writing: Complete September Baseline writing prompt- evaluate using this CCSS rubric for narrative-[[file:2011 CC WRITING RUBRIC 4th Gr Narrative.pdf]]
 * CCSS expects narrative writing, argument /opinion/persuasive writing and information writing- we look at implication for fourth grade writer's workshop at future meetings

APPR- Growth Measures- Tony Day
Tony shared about the growth score process for teachers. Sample growth scores from last year NYS assessments will be distributed to teachers on Tuesday. Refer to the Teacher's Guide to Interpreting Your NYS- Provided Growth Score document shared by Tony. See sample growth data chart for a teachers.

__**September 28, 2012**__
Present: Kathy, Jen, Pat, Marty, Morgan, Scott


 * Navigating North Sta**r
 * Teachers should attempt to log onto North Star this week.
 * Looked at how to navigate the program- Will look at the RtI tab once it is activated


 * Math Work**
 * Working through the first unit of study
 * It is important to have the end of unit assessment prior to teaching the unit
 * Unit assessment should include critical content that get retested as student progress through the year.
 * Problem solving should be done each week


 * Launching the Coaching Cycle- Shared Reading**
 * Morgan shared folder with resources and discussed the coaching cycle and how to read the schedule
 * Team read and discussed opening passage from Text Savvy
 * Next Touch base Meeting- October 22, 2012

Team members are encouraged to add their thoughts related to the NYS ELA assessment and things that need to be addressed with students to better prepare them for the assessment in 2013. From Scott- //Factor/practices to consider for this year related to CCSS-//
 * 2012 ELA Assessment Results- Reflection**

__CCSS 10- Read and comprehend both literary and information text independently and proficiently- stamina__
 * build/maintain quality classroom library with a range and variety of text-ensure students find material of interest
 * make sure students are reading for extended period of time daily (across content areas- genre)
 * make sure students access text they can read with success- “just right books”
 * get to know students as readers- pinpoint strengths and instructional needs (CAS/ Intervention process)
 * provide students with many opportunities to talk about their reading and thinking during the day- who’s doing all the talking? Are student extending their thinking beyond themselves and participating in discourse (more effective interactive read aloud)

While many students seem to be able to decode text, comprehension and deeper understanding of text seems to be a concern as well as writing __Teach and reinforce comprehension strategies through shared reading, conferring and small group instruction.__ Focus on making meaning and understanding-
 * activating prior knowledge
 * making connections
 * questioning
 * determining importance
 * envisioning
 * inferring
 * synthesizing

__Focus on Executive Functions__ (organization and memory issues)
 * Organizing, prioritizing and activating for tasks
 * Focusing, sustaining and shifting attention to task
 * Regulating alertness, sustaining effort and processing speed
 * Managing frustration and modulating emotions
 * Utilizing working memory and accessing recall
 * Monitoring and self-regulating action

Next Meeting- CAS meeting- October 11th at 12:00 noon

__**October 22, 2012**__
Present: Kathy, Jen, Pat, Morgan, Scott


 * Shared Reading- Reflection, work with Ginny, what sticked?**
 * Liked watching Morgan model during the cycle- helpful
 * Things getting clearer
 * I'm on the right track- need to be more focused (some times it hard to pick one thing)
 * Important to go back to the teaching point several time- conscious awareness (stated and re-stated 7-12 times during the lesson)
 * Planning getting easier due to repetition each week (extending the focus each week)
 * Sift though the data and the CCSS to isolate teaching points
 * Important to layer in grammar during shared reading
 * Hope it makes a difference in fluency (give it time)


 * Schedule- How are we doing fitting everything in?**
 * Jen shifted her word study out of the reading block Something seems to take a hit (i.e. math?)
 * First day of shared reading long due to comprehension; also day 1 of WTW (don't start word study group on day 1 instead they do an independent sort- maybe start with only one group)

Reading- Foundational Skill- read through Students need theses foundation skills to be able to tackle the print and language expectations
 * Shared Reading- Closer look at the CCSS**
 * 3a- Shared reading contextualizes the work done in word study (WTW)
 * 4b- When selecting text for shared, keep the balance- poetry, non-fiction, fiction, "choice"
 * 4c- Helping kids recognize when it does not look right, sound right, and make sense- Are they paying attention to what their reading? We need to stop them. (this may not happen during shared reading. More likely when conferring or during guided reading)
 * Use the language/terms for grammar and conventions. Name then describe.

Shared draft CCSS ELA and math assessments from state. Special attention should be made to especially look at the language and structure of the math test questions. Also distributed for review- //Big Ideas and Understandings as the Foundation for Elementary and Middle School Mathematics// by Randall Charles
 * Other**
 * As you plan units and lesson make sure you uncover the big ideas of math student should learn.

Next Meeting- Monday, October 29, 2012 at 3:00 pm

__**October 22, 2012**__ Present: Kathy, Jen, Pat, Joan


 * MATH -** We took a closer look at the Unit 2 math test that we just received and reformatted the test so that the layout made more sense to the kids- had to number the problems, etc...


 * NOVEMBER UNIT OF STUDY -** November unit of study is very different from last year. We looked at the indicators, tried to understand each one, and searched for resources to teach the different text structures. Jen will email Amy Zack for more details and information on what they were thinking when they wrote this.

__**November 14, 2012**__ Present: Kathy, Jen, Pat, Frank


 * Math Problem Solving- Review of Student Work**
 * ==== What was needed to solve the problem? ====
 * Practice Standards
 * Make sense of problems
 * Reason abstractly and quantitively
 * Model with mathematics
 * Attend to precision
 * Look for and express regularity in repeated reasoning

Domain Standards

 * 4.OA.3 - Solve multistep word problems posed with whole numbers and having whole-number answers using the four operations, including problems in which remainders must be interpreted. Represent these problems using equations with a letter standing for the unknown quantity. Assess the reasonableness of answers using mental computation and estimation strategies including rounding.

What Did You Notice?

 * Positives
 * Ignored distractors
 * ½ did at least 1 step
 * Circled and underlined important information and question
 * Everyone tried it ( some have shut down in the past)
 * Using Tools and Models equaled success
 * # lines, Equal Groups, Tables, Arrays, Bar Models
 * Negatives
 * ½ did only one step
 * Did not reason abstractly- did not translate language of problem to appropriate use of numbers
 * Did not reason quantitatively- answers were far to large, did not make sense
 * What Do We Do Now?

Problem Action- Have student draw a model
 * Make Sense Of Problems
 * Reason Abstractly
 * Model With Mathematics
 * Label numbers as they work
 * Use ‘problem solving partners’ to encourage explaining your thinking
 * Morning Message Problem Solving
 * 1 step abstract problems
 * 2 step problems completed over 2 days
 * Mixed operations
 * Create a model to demonstrate understanding
 * Reason Quantitatively
 * Morning Message Problem Solving
 * Make Estimate before solving

Next Meeting-__November 26, 2012__
 * Unpack the Nov./Dec. unit for Reader's Workshop
 * Math Problem Solving

__**November 14, 2012**__
Present: Pat, Kathy, Jen

Math-we explored the IXL website and discussed using this as a resource for problem solving: http://www.ixl.com/standards/common-core/math/grade-4 We plan to use these word problems as morning work to begin to incorporate number talks into our daily math workshop. We each will copy and paste 10 problems into a word document and share with each other - also good to make HW with. Took some time to get "clear" on powers of 10 lesson. Looked at the unit 3 math test and decided how to teach the remaining skills (modeling multiplication problems with base 10 blocks) Will plan to give the unit 3 test on Friday 11/30 or Monday 12/3

We tried to work through some of the reading indicators to come up with some mini-lessons - but we are still unsure of what many of the indicators mean. Will email Morgan and ask to meet with her to clarify.

Meeting ended at 4:25

__**December 14, 2012**__
Present: Pat, Kathy, Jen, Frank, Scott

__Effort-Based Intelligence in Practice__ Reviewed Practices- Feedback on student work is frequent, specific, respectful and instructional There are flexible grouping practices There are provisions for re-teaching and extra help Evidence of student learning is visible and connect to clear expectations Student self-evaluation and goal-setting exist Grading practices and re-takes demonstrate this There is differentiation while maintaining standards Staff teaches students how to work smart (Habits of Mind)- So far this year as a building we have introduced the following habits in PM program and thought the morning TV program. Teacher should make an effort to notice and name these habits during instruction to encourage use and a deeper understanding. __Habit of Mind__ There is a common understanding of high curriculum expectations There are common assessments of proficiency that embody high standards High levels of accountable talk
 * Persisting
 * Managing impulsivity
 * Thinking flexibly
 * Thinking and communicating with clarity and precision
 * Thinking interdependently

__Planning/ Preparation and Evidence of Learning__ When developing units of student in any contact area
 * Understand the performance indicator/standard
 * Be able to share it with students in a language they understand.
 * Consider/Define what evidence you could observe or collect to evaluate the learning.
 * Design your mini-lesson in service of teaching to the standard or indicator- create your anchor charts (consider the evidence you are looking for)
 * Look for resource to teach (good mentor text, practice material, book for independent reading)

__Calendar Notice__: The district will host an all day meeting with 4th grade teams on January 8th to look more deeply into evidence of learning and the use of possible performance assessments

__Reinforced- Math Focus for 2012-13__ Shift Mathematical Practice to Develop Students That:
 * Use models to represent and develop understanding in math- Math tools (array, number lines, etc,)
 * Compute fluently, flexibly and efficiently- Number Talks (Frank has been getting into classroom to model- teacher should make time daily to conduct number talks with students
 * Reason abstractly and quantitatively- Problem Solving (Teachers are practicing community problem solving; efforts should be make to help student understand how to both reading and understand story problem as well as solve problems)

Teachers should keep the following CCSS Mathematical Practice in front of them when planning lessons and develop tasks. 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.

__**January 28, 2013**__
Present: Kathy, Pat, Nikki, Jen, Frank

Discuss fractions unit. Meeting ended at 4:05
 * Much of this unit uses EDM lessons - however they probably don't fit the common core expectations exactly
 * Need to model fractions - model equivalent fractions,
 * Looked at Frank's 5th grade Power Point to see if we could also use some of the slides
 * Looked through North Carolina unpacked unit

__**February 13, 2013**__
Present: Pat, Kathy, Jennifer, Frank, and Scott

__Math- Units, Number Talk and Problem Solving__

Observations- Our kids have a better handle on manipulating numbers; extra time with the basic is helping them; Word problem are a challenge but kids are showing their understanding; bar model is good tool; why did we didn't we do this before in EDM; facts are still an issue with some kids; the variety they can show their answers to a problem is a plus- they are using the tools were are teaching; learnzillion videos are helpful- good examples (quick); learning carpet used at time (Pat).

Calendar- Future units fraction/decimals, measurement/ data and geometry. Work on the critical concepts that will be tested (Molly working on this). Pace it out. Looked a measurement and data CCSS. Use the North Carolina document to help unpack the content of the CCSS. Area models and number lines will help with these future units.

Number Talks

Problem Solving

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__

__**March 14, 2013**__
Present: Kathy, Pat, Nikki, Jen, Morgan, Scott

1. NYS ELA- Test Genre Preparation and Clarification Handout- Packet- Morgan went to scoring training. Has some additional passages and questions
 * Reviewed the shifts in the assessment due to the shifts in the CCSS
 * Focus on what student now are required to do (pay attention to tips- see bottom of page)
 * Pay attention to new vocabulary
 * Writing rubrics- 2 and 4 point rubrics
 * Students need to infer and do something with what they read- extended response based on comparision of two passages
 * Using 2- point rubric- practice during read aloud- students write thinking on Day 5 (writing about reading)
 * 4-point student friendly rubric
 * Model process for students (managable text) then scaffold and practice into complex text. Give strategies for reading passages that are challenging.
 * Other considerations (p.7)- very important that students respond in complete sentences.
 * During the test genre- student should still be reading independently just right text- keep building stamina.

2. How do we respond to our results on the unit science assessments?

__**March 25, 2013**__
Present: Pat, Kathy, Jen, Morgan Looking at a calendar, we mapped out math instruction for the days leading up to the test. Fourth grade needs protractors. Frank was in for a bit and said he would look into this.

__April 8, 2013__
Joint Meeting with Grade 5 Present: Jackie, Jennifer, Pat, Kathy, Sue, Dana, Karen, Morgan, 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. 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__ 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 3, 2013**__
Present: Pat, Kathy, Jen, Morgan, Nikki, Scott

House Keeping- Science Assessment Cheryl will set up and administer across the day- teachers come with their class 4 schedule times
 * 8:30-10:15 ESL, SPED accomodations- extended time (translators and test read in the art room)
 * 10:20-11:30 Battel (SPED students to ???, maybe library)
 * 12:00- 1:15 Rexford
 * 1:20-2:30 Monahan (ESL students already tested will remain with ESL teacher)

__Social Issue Unit of Study__- great measure of how students are doing with all that we have taught them in reading fiction at a deeper level (use of tool- reader notebook, process, skills, understandings) Resources: Teachers should refer to edoc for support of this unit (Social Issues Book Club) Alternate Units of Study- Reading for Social Justice and Power (Morgan will make copy for the team) Mine for teaching points- helps with "How?"

__Launch Conversation- Reading Workshp Mini-lesson Coaching Cycle__ (Morgan) Look at coaching schedule- clarified

Distributed the Mini-lesson Reading Workshop Folder Reviewed the contents- Teachers are strongly encourage to read through these resource to build background knowledge and help with conversation during the coaching meetings.
 * Active Engagement Methods (tools and signals)
 * Article- Art of Teaching Reading (nice review for the parts of the mini-lesson; theory and examples)
 * Article- Making Teaching Stick (from the perspective of the writing workshop- look at section on repetition- language, motion, charting, and movement to help make the teaching point stick)
 * Article- Structure of the Reading Workshop (Kathy Collins)
 * Article- Stephanie Parson- Demonstration vs. Modeling (important to feel, taste, experience, process, etc. the teaching point)

Four Goals of the Coaching Cycle on Mini-lesson
 * 1) Work off the architecture of the mini-lesson (Connect, Teach, Active Engagement, Send Off, Share)
 * 2) Explain within the Teach- the what?, why? and how?
 * 3) Active Engagement
 * 4) Share

Reviewed the Coaching Process
 * Planning Session- Bring were I am in the unit of study, here are some books read aloud (mentor text), will co-construct a plan
 * Morgan teaches the first 3 lessons
 * After week 2- Flexible based on need (will plan the lesson together); Might co-teach- Teacher encouraged to teach as much as you can as early as possible (Morgan will support as necessary based on need)
 * End- Observation and Feedback of lesson taught independently

Things Observed by Scott this year to consider:
 * Timing of the mini-lesson are too long
 * Making sure during the "teach" clearly explain the what?, why? and how? (ofter the why? is not clearly stated)
 * Anchor Chart support the "how?"- teachers construct charts with students, use works and symbol. sketches. Important to use sketches, picture, equation rather than lots of words

Taking a Closer Look at Art of Teaching Reading (starting skimming and reading through the text) Take Aways:
 * Connection- Re cap/ let me tell you- often very similar during the unit of study
 * Length of Time- 10-12 minute if possible