Grade+2+Collaboration+2014-15

// 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. // =Team Notes=

October 20, 2014
Joint meeting with Grade 1- see meeting notes at Grade 1

**November 10, 2014**
Present: Morgan, Karen, Darcy, Michelle, Scott

Discuss/Review-Unit of Study- Writing Non-Fiction- **Leaning on Experts to Improve Our Non-Fiction Writing** (important use of mentor text as models)


 * Process: Read Standards**

Review of standard supported in the unit- RI 2.2; 2.5; 2.8

2.8- Recalling what they already know- things in their life, things they do, places they go, things they make, etc.
 * Students would need to be able write at least 3 sections to support their topic- each section would be it's own 3-pages (i.e. 3 pages on.... how to take care of a care, how to play with a cat, how to groom a cat).
 * Focus on elaboration- "Make the ordinary extraordinary." (Morgan Chase phrase)
 * Note: This is not a research unit
 * Structure is critical in this unit

2.5- revising and editing to make their writing better- content, clarity and mechanics pair with a partner that does not know your topic

2.2- Write informative/ explanatory text that introduce a topic, facts, definition, concluding statement
 * Book choices for mentor text was shared- provide student with lots of structures.(i.e.- True/False, questions/ answer, narrative non-fiction, sequential how-to, topic- subtopic/ descriptive)
 * Students must have an introduction, facts, elaborate with definition. Encourage the use of technical vocabulary they will need to define for their audience.


 * Process: Read Indicators**
 * Writers study how authors structure their texts and then determine which format to emulate.
 * Writers notice how authors present information in various ways (text and visual features), and choose which techniques that will enhance their own writing.
 * Writers craft introductions and conclusions that fit their purpose for writing, as well as engage and support their audience.
 * Writers flexibly use what they know about the way words work in addition to outside resources when including content-specific vocabulary.


 * Process: Read Resources (edoc- Expert Projects, If.. Then.. Chpt. on Information Books)**

When writing non-fiction focus on:
 * **meaning** and encourage students to be very specific and "zoom in" on one aspect of the topic.
 * **structure**- Which structure best for the topic?
 * **elaboration**- Think about your role as the writer- are you writing like a researcher, storyteller, mathematician
 * **craft**- how the book sounds and feels

Prior to unit-
 * Expose students to mentor text- non-fiction with lots of different structures
 * Give the on demand- informational text prompt

Lesson- Kick off
 * Activating prior knowledge- //What have you learned about writing non-fiction in 1st grade?//- create a chart


 * Next Meeting.... Tuesday, November 18th**
 * Think about structures
 * Think about mentor text used before
 * Read the edoc- Expert Projects

January 8, 2015
Present: Michelle, Darcy, Amanda, Scott

Track story elements, especially characters across the longer text. Possible tool- Story arch
 * Looking at Reading Unit of Study: Navigating and Comprehending Longer Fiction Text **

__ Possible formative assessment questions __

Just during reading aloud- oral response taken to community writing (model) then to independent- writing about reading. Students in need a high levels of scaffolding might need strategy groups as they process their own text.

__Big Idea__: //Read text- Pose question- Think about it- Talk about it- Write about it.//

Students at some point should be asked to write independently in response to the question or prompt based on their own independent text Standard for the unit with possible question stems to be used during read aloud, workshop (conferring and writing about reading).

2.RL.1 Ask and answer such questions as //who//, //what//, //where//, //when//, //why//, and //how// to demonstrate understanding **of key details** in a text.

Pick a selection of text from the book….
 * What does this show about (t__he character name__)?
 * What doe the character learn or discover in…. (i.e. __page _ or chapter__ ); Support with details from the text

2.RL.3 ** Describe ** how characters in a story **respond** to major events and challenges.
 * What does page _ show about the __(insert character name)__?
 * __ Which details from the story best shows how or why (i __nsert character name) __(__acted a certain way__) (//Sample from Freckle Juice- What details from the story best show why Andrew envies Nicky Lane?)//
 * How does (insert character name) feel when ….?
 * Sample from Freckle Juice- //How does Andrew feel about Sharon? Why? (use details from the story to support your answer)//

2.RL.4 Describe how words and phrases (e.g., regular beats, alliteration, rhymes, repeated lines) supply rhythm and meaning in a story, poem, or song. > //tasted like peppermint?//
 * Choose a key phrase or figurative language … what does it mean?
 * //Sample from Freckle Juice- Why do you think the author, called Andrew medicine "The pink stuff that//

**February 25, 2015**
present: Michelle, Darcy, Jenny •Discussed approach to formative assessment and researched models of good formative assessment. •Developed multiple math formative assessments to use with Jackie Starks.

March 16, 2015
Grade 2/3 Math Session w/ Frank Present: Sue S, Susan L, Jackie S, Frank L., Jen W., Michelle O., Marty S


 * Using Count Around Strategy**

Idea and Strategies Discussed Scribe, Scribe, Scribe!

Having students make predictions and or conjectures allows them to construct arguments and critique each other's reasoning...think about how we were able to evaluate the prediction about who would say 180...this allowed us to use the structure of 90 and the amount of people in our group to determine a pattern of the 5 groups of 18's...90,180,270, etc... It also laid the ground work for making a prediction about 216...which leads us to another big idea...

Landmarks Landmarks help us make better predictions

Sharing Strategies.. by sharing predictions, strategies and scribing them, students learn different ways of approaching the same problem

Recognizing patterns helps develop students develop fluency

Writing the multiples in different patterns when the kids say them allows them to: a.) have the numbers to help them on a second round b.) recognize patterns that will help them see structure and repeat reasoning (Math practice 7 and 8) Writing them in different ways will help you see the patterns you want the students to uncover...

3 6 9 12 15 18

3 6 9 12 15 18 21 24 27

3 6 9 12 15 18 21 24 27 30 33 36 39 Each of these ways allow student to see different patterns

Asking students to write/offer equations helps develop:

The relationship between skip counting, repeated addition and multiplication.

The relationship between multiplication and division.

Properties of multiplication:

Distributive Property: Today...when Marty expressed 216 as (10x18) + (2x18), he was decomposing 216 into groups of 18 (10 x18) and (2x18) that he knew.

Commutative Property: Today..when we described and discussed whether it was 5 x 18 or 18 x 5, we can address the commutative property allows us to get the same answer but context is represented by one or the other. When given context, the commutative property allows us to change the order to make it easier...Think 7 x 5 is easier than 5 x 7.

Associative Property: If we pursued it, we could have described 180 as 2 x (5 x 18). If we regroup the factors, we can make the problem much easier (2x5) x 18.

Doubling /Halving and other relationships like it: 5 x 18... if we followed that up with a 9 count around we would have 10 x 9 also equal 90...the 5 doubled to 10 and the 18 halved to 9 and we still had the same answer. This is also easy to see with the whispers and projections variation (every other kid stands up)

Models, Models, Models Students benefit from seeing the relationship of a model..double number line, number grid, even ten frames

Have students write down their number on a white board This allows students to make their own prediction and self evaluate as to whether they are right. It will give each person an opportunity to evaluate their own prediction and the predictions of others as it might apply to a pattern. This will also allow you to quickly formatively assess. Finally, it allows all students to revise thinking...

I know this is alot but feel free to add anything I missed and ask any questions if any of this is not clear.- Frank

April 22, 2015
Present: Morgan, Michelle, Darcy, Jennifer, Scott


 * Editing on the Run** (to be used at any phase of the writing process)

__Instructions vs. Routines__ Let's give it a context- What don't students have under control in the editing? (i.e. verb tense, missing words)


 * __Instruction:__ || __Routines-__ Speaks to regular behaviors of the writer for specific purposes ||
 * Within Workshop:* Can be addressed in the mini-lesson
 * Mid-workshop teaching point.- have the partner read the work to catch the missing word
 * Share- opportunity to address another teaching point, reinforce

//Discussed the benefit for using partnerships//

Outside the Workshop
 * Community Writing (i.e. shared writing) || Daily Check Editing Routine
 * focus- conventions
 * model for specific conventions (i.e. read word by word)
 * practice until it is taken on by the writer
 * celebrate the process not just the product

Re-reading (Does it look right? Does it sound right?)

Partner Routine || Present: Michelle, Lindsey, and Darcy
 * May 13, 2015 2:10-2:45**

May Research Writing Unit: Discussed where students can get research information for notes. Created a research basket from LeeAnn with different topics of interest. Additional research materials came from Darcy, classroom libraries, and using Pebble Go (computer program). Talked to Lindsey about procedure of working in the library with LeeAnn.

Small Moment Narrative Demand Piece: Give first week in June. Writing pieces must be turned in by June 5th. Michelle has anchor charts to refer to to review Small Moment Narrative Writing. Emphasize stay in the same setting or scene.

May Reading Traditional Literature Unit: Collected titles and put in basket to be shared with 2 classes.

Discussed different versions of titles. Also discussed possibility of viewing a video of Rumpelstiltskin and compare to the 2 book versions.

Discussed the format for Reading Workshop with Lindsey. Students will use the worksheet and can work individually, with a partner, or small (table) group. Discussed indicators and reviewed the worksheet that includes indicators. (central theme, similarities, and differences) Strategies to use: Read to some of the kids who have difficulty reading the books on their own, turn and talk with your partner, etc. Read aloud with the entire class can be done first thing in the morning. Mini lesson comes after have read different versions of the title.

End of the Year Looking Back and Plan/Reflection Unit: Immerse students with non-fiction books.

End of the Year Assessment: Went over the schedule with Lindsey and gave her hand-outs.