Grade+5+Collaboration

// Here is a good Lucy Calkins video //

http://www.youtube.com/watch?feature=player_embedded&v=WO29k1-RvsA#!

// Here are some great sites for anchor charts: // http://www.julieballew.com/A_Literate_Life/Photos/Pages/Anchor_Charts.html#22

http://pinterest.com/kgillow/anchor-charts/

// 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 5th Gr. Narrative.pdf]]
 * CCSS expects narrative writing, argument /opinion/persuasive writing and information writing- we look at implication for fifth 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 27, 2012**__
Present: Sue, Karen, Misti, 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


 * Schedules**
 * Seem to be in place and working


 * Grade 5- DARE**
 * Will be done during one of the 15-day Social Studies cycle probably in February. We might not have Officer Onions


 * Team Inquiry**- // 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 on read aloud lesson plan and text to the next team collaboration meeting- October 26th. Scott distributed a planning template to better align question to critical lenses- [[file:Interactive Read Aloud Critical Lense Template.doc]]

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.
 * 2012 ELA Assessment Results- Reflection**

From Scott-

//Factor/practices to consider for this year related to CCSS-//

__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 11 at 1:30 pm

__**October 26, 2012**__
Present: Sue, Karen, Misti, Morgan, Scott


 * Meeting Focus**: Launching Shared Reading Coaching Cycle


 * Discussion Items:**

- Review the calendar structure for lessons and planning/pre-brief - Resolve conflicts - Gradual release will take place over the month: Morgan will do more at the beginning, all teachers will share the work in the middle, with the hope that the classroom teacher will take over the majority of the process near the end of the cycle.
 * 1.** __Scheduling__:

- Pass out yellow Shared Reading resource folder containing 3 passages, Standards and Planning Template
 * 2.** __Resources__:

- What is the expectation of implementation at the end of the coaching cycle? Daily shared reading using the attached Planning Template. - Can Shared reading and Word Study time share? No. - How do we make Shared Reading flow within the daily schedule? Allot 20 minutes daily for Shared Reading. Ensure Readers Workshop is limited to 50-60 minutes. - How can we allot enough time to do shared reading AND word study well? Ensure the daily schedule adheres to the following guidelines: 15 minutes for Word Study, 50 minute Readers Workshop (15 minute mini-lesson, 30 minutes independent reading, 5 minute share), 25 minutes Interactive Read Aloud, 20 minutes Shared Reading. See Morgan to look over your schedule to re-work if needed. - What texts should we be selecting for Shared? Balance across the month is key. Aim for 1 nonfiction, 1 fiction, 1 poem and 1 "teacher's choice". Magazine & newspaper articles, State Test Questions, passages from longer texts are all possibilities for "teacher's choice".
 * 3.** __Burning Questions__:

- Morgan shared data analysis and justification as to why which piece and teaching point was selected. - Highlights magazine articles (nonfiction) were passed out so teachers could read. //Soaring on the Wings of the Wind// (Stephens & Johel) //Conquering the Corn Maze// (Long) were the pieces selected. - Reviewed her shared reading plan with teachers; modeled/explained with text and gave rational behind her teaching points and selection of the text (look at students needs/ data in each class).
 * 4.** __Planning__:

Planning Template for Shared Reading Focus on Template (A)- Comprehension, Decoding, Word Study, Fluency- Other Template (B)- Comprehension

Next Meeting- Grade Level Team Meeting: October 29, 2012 at 3:00- 4:00 pm AGENDA Unit 3: Math Math Problem Solving

__**October 29, 2012**__
Present: Sue, Karen, Misti, Marty, Annie, Scott


 * Math Problem Solving**- Reviewed 4th grade sample problem given as a baseline to see how student are approaching a CCSS sample problem.

Students from three classes at Hudson Valley Elementary School are planning a boat trip. There will be 20 students from each class, along with 11 teachers and 13 parents.

A. Write an equation to determine the number of boats (b) they will need on their trip if 10 people ride in each boat. B. Solve- How many boats are needed? C. It will cost $35 to rent each boat for the trip?

What we noticed: Answer correctly (with or with proper work or explanation) Part B Long- 10/19; Stephens- 6/19; Johel- 2/16 Part A- not attending the problem missing the word- three that is essential to the solution vocabulary- students did not understand- equation, label not able to identify what they need to find to solve the problem. (lots of students left #2 in Part A blank)
 * the problem took 45 minutes to solve!!!

Part B- Students did draw a picture or used a bar model (as asked) Pictures matched the question Some students almost got the problem correct but forgot about the "three classes" Some students did not know to estimate up to (i.e. 4 1/2 boats)

Part C- Most student knew to multiple by $35 and their computation was correct (many had the wrong # of boats from Part B)

How can you tell your answer makes sense- Student need to learn the reasonableness of their answer

__**November 2, 2012**__
Present: Sue, Karen, Misti, Morgan, Scott, Annie

Shared Reading- How is it going?
 * Starting to try it- is it manageable- Karen is liking her review literacy block schedule
 * Challenge- How to keep it fresh; maybe switch it up the re-reading, reader theater by stanza, use different voices (girls read, boys read)
 * Goal keep engagement with the piece. Also talk about the meaning of the piece; have clear purpose for "turn and talk" (i.e. //why is it important to notice these ending//")
 * Need to keep the pieces shorter. Stay on time
 * Why shared reading- Comprehension and fluency. Everything we focus on (teaching points) are in service of meaning; if you can't decode the text, you can make meaning; if you are blowing though punctuation if effect meaning; if you can't read fluently it impact meaning.

Schedule- How is this going?
 * Key- stick to schedule and on time; pacing is everything. Know your content and focus- stay on topic.

How do I know I am picking the right teaching point?
 * Look at the CCSS- Reading and Language Standards: Foundational Skills (Grade 5)
 * 5.R3a- during word study and shared reading
 * 5.R4a-c- important during shared reading
 * Conventions- 5.L1b,c- verb tense; can also look back at grade 4 standards
 * Noticing the convention during shared reading
 * Noticing the variety of English dialect used in text, oral language, etc.
 * Understand the language of assessment in your questioning. Expose this language to students in shared settings
 * Meaning of words in context- using tools (dictionaries, computers)
 * Figurative language- impact for our second language learner
 * Key- do we explicitly teach these standards- Shared reading a great place to do this.

CCSS are dense- when at a loss go to the CCSS for your teaching point.

Next Meeting-__November 26, 2012__
 * Math Problem Solving; teachers present: Karen Johel, Marty, Scholl, Misti Long, Nikki Zito, Susan Stephens, Frank LiCausi, Annie Reed
 * Info from Frank: He is finishing his rotations through 5th grade working on communal problem solving-the pumpkin problem. He shared a potential grade level problem (comparing health club costs) that we will use to give too all kids and analyze results with Frank & Scott at our next collaboration in Dec. He also explained info from meeting with Lucy West. She suggests that problems that we choose for problem solving with our class should be chosen carefully with particular focuses in mind. We should recognize what math will be needed to solve a particular problem and analyze the results based on how the kids solve them.
 * We talked about the problem we gave in Nov which included a number as a word-should we try another one to see if they have improved at all?
 * There is a problem in the problem solving packet provided by math time from unit 2 that is similar to the pumpkin problem (the lottery problem). Perhaps we could use this to gather some info about what students have learned from the pumpkin problem.
 * Frank shared a Video-number talks to help us teach division. It might be helpful to spend just 5 minutes or so on number talks. Try a word problem from a math box, for example. Take a few minutes to decide on the operation only, work on strategies to identify it, etc, then the next day solve it. This should only take a few minutes a day.
 * Bottom line-know the math the your asking the kids to do.

__**December 17, 2012**__
Present: Misti, Sue, Karen, Marty, 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. __Habits 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 5th grade teams on January 7th 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.

Math Problem Solving- Sue share thoughts from a recent problem she gave students (i.e. health club membership). Given the task to do independently only two students completed the problem correctly. Where are students breaking down (language? understanding the question? math? determining the reasonableness of the answer (does it make sense). Frank suggest doing problem talk (like number talks) to read and discuss the word problem (like shared reading).

__Science Comments__ Sue expressed concern about student results on a recent science unit assessment. She felt there is a disconnect between what students are learning especially during the labs vs. what is being tested. The need to look over the assessment and results and consider why students might be getting poor results:
 * Are students understanding the concepts being taught through the lab experiences or are these experience just activities? Is there adequate time to debrief at the end of lab activities so student see the connections?
 * What is the key learning standards and ideas for each unit? How are they being measured?
 * If the unit tests are available to teachers before the unit is taught, what provisions are being made during instruction to insure students are learning and practicing the concepts and skills measured by the assessment during the unit? Do they understand key vocabulary and the language of the assessment?

__**January 28th, 2013**__
Present: Sue, Karen, Marty, Dana


 * Math: Word Problem Solving and Assessment (Fraction Unit)**

Discussing how to assess after Lesson 7. Planning out, looking deeply at the questions and noticing we need to do more modeling for our students to grasp a better understanding how to answer word problems. We believe we need more guidance into understanding the unit itself. We are trying to make sense and laying our heads around where we need more assistance:
 * number talks
 * word problems

We are going to take more practice out of the Daily Common Core Review book to reinforce lacking skills and revisiting skills. We looked at the Envisions program as well to help us out.

__**February 14, 2013**__
Present: Sue, Dana, Karen, Marty, Frank

Dana had students rank word problems in terms of difficulty. It seems as though they have a difficult assessing their own strengths and weaknesses
 * __Problem Solving__**

Using bar models helping organize thinking when solving word problems. Still have some trouble finding the last step. Students need to check answer to see if it is appropriate.

Using the word 'of' for multiplying fractions Using the word 'into' dividing fractions
 * New unit- Everyday Math lessons in it- may need to find enough journal 2's**

May want to look at Fractions- progressions document We we will use the Env. videos to introduce concepts

**__March 25, 2013__**
Present: Marty, Dana, Sue Math: Discussed results of fraction multiplication and division test. Students had trouble determining operations and sifting through info on word problems. It is difficult to separate their needs-multiplying/dividing fractions, mixed numbers whole numbers OR using the info in a word problem to solve it. Current unit-volume. We are finishing the lessons and assessing before break. ELA: Discussed genres, multiple choice, short response, extended response questions.

April 8, 2013
Joint Meeting with Grade 4 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 2, 2013
Present: Sue, Dana, Karen, Marty, Scott, Jackie M.

__**Discussed fantasy unit-**__ Clearly this is a complex and rigorous unit- Scott mentioned he felt is we a good litmus test for our reading program (skills used by students to deeply process text- deep understanding). __Challenges__- need to find more text for lower level readers- Students would benefit from having access to more "high" fantasy rather than "low" fantasy. Teachers need to really understand the content of fantasy before they can teach it to students- It would be beneficial to have access to the Alternative Units of Study for Teaching Reading (Mary Ehrenworth)

__Theme vs. Motif__


 * Theme** is the main idea or message of the work. It is a thought or idea the author presents to the reader. The theme of a work may be profound, difficult to understand, intended to teach a lesson or moral. Usually, readers have to figure out the theme of a specific work as they read it. Theme is important because it helps the reader understand part of the reason why the author wrote the work.
 * Questions to think about: Theme- What is the author trying to convey to me in this work? What is the significance of what the author wrote?


 * Motif** is a reoccuring object or idea in a work. A motif can also be something abstract, such as an emotion or quality like love, bravery or honesty. Motif is easily confused with theme. A theme is the main, overall idea or lesson the author is trying to teach in his book. A motif is a smaller idea that we see come up again and again in the book. A motif can be used to help develop the theme.
 * Questions to think about: Motif- Are there objects, ideas, or concepts I have seen repeated in this book? What could that object, idea, or concept mean? What could that object, idea, or concept teach me about the theme of the story?

Notes about the unit-

End of unit task- Consider the tools students should use to process text in preparation for end of unit task. See handout session IV- Learning from Elves,

Bring student work from the task to the next meeting- May 23rd

May 23, 2013
Present: Sue, Dana, Karen, Marty, Scott, Jackie M., Morgan


 * __General Conversation- Reflecting on the fantasy unit__**

We need "higher" fantasy at lower text levels for students. Concern about the number of teaching points and indicators. Look at student work- Fantasy task Susan- solid piece- organized, followed the task (not just a retell), clearly state the author's message (maybe not theme) but definitely talked about what the story was __really__ about. Eluded to some elements of fantasy.

Connor- Some retell, stated symbolism, good organization, conherent (nice flow) Jeremy-

What did students take away- elements of fantasy, theme- the story has a deeper meaning, students followed the structure of the task (responded to the model). Do students understand the elements of fantasy and structure so they can get to the deeper meaning of the story.