Grade+3+Collaboration+2015-16

// 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=

**September 23, 2015**
Present: Heather, Monica, Susan, Scott
 * Reading: Pre- Assessment **

**Critical**- Assessment need to propel students' learning forward; we need to establish a manageable process for collecting and reviewing student work, then use information gained to guide our instruction.


 * Purpose ** - //Why give these assessments?//
 * Helps to gauge current level of written response to reading.
 * You and your students should see substantial progress during the year.
 * These assessments address critical reading skills, are supportive to our units of study and do align to the CCLS and Continuum of Literacy Learning.
 * The assessment process support our district focus goals for teachers and students-
 * Students are creating work and evidence aligned to the grade level Common Core Learning Standards.
 * Students are creating more writing and writing in more sophisticated ways across the day in a variety of genres/forms.
 * Teachers gather evidence and/or collect student work in order to regularly assess individual student progress toward grade-level Common Core Learning Standards.
 * Teachers strategically design instruction connected to Common Core Learning Standards/ National Standards, Sweet Home Curricular Calendar, and students’ current work.
 * Better understand the learning progression for reading.

// What type of trends are we seeing to inform our instruction? //
 * Information to Gain **
 * // Define the strengths and needs for all, some, one //

__ During the Assessment __ - //What type of trends are we seeing to inform our instruction?//
 * What were the reading/writing behaviors of students and how they are approaching this types of performance tasks?
 * To what extent were students putting pencil to paper (how much text)?
 * What was there stamina like during the assessment? How long were they able to sustain their writing?
 * What questions did students raise during the assessment? What things did they need clarification with?

__ After the Assessment- Looking at the Work __
 * Coherence of their written responses
 * The extend to which they used evidence from the text to support their answer
 * Their understanding of the story- literal, inferential, evaluative //(within, beyond and about the text)//
 * Make reasonable predictions
 * Summarize vs. retell
 * Understanding of character traits vs. character feelings
 * Analyze author’s craft- Explain “why” the writer…..
 * Their understanding of Tier 2 and 3 vocabulary (character, main character, predict, summarize, etc.)


 * Use information gained to design instruction within the various area of balanced literacy: **


 * Talking then Writing About Reading- Interactive Read Aloud, Shared Reading
 * Writing About Reading- Reader’s Notebook during Workshop
 * use scaffold from the task during mini-lessons or small group instruction

** September 30, 2015 **
Present: Heather, Monica, Susan
 * Reading:** Analyzing On-Demand Student Writing and Pre-Assessment Reading Responses

Purpose: To analyze student work using the Narrative Reading and Writing Progressions to develop mini-lessons for workshop.
 * Reading Pathways book missing from kit. Heather will find a replacement.
 * Utilizing the Narrative Self-Assessment Rubric for individual students to create most-some-one mini-lessons
 * Sharing for Workshop
 * Ending workshop with sharing versus beginning the next day of workshop with sharing
 * Narrative Progression
 * Where to focus our attention to begin utilizing the progression
 * Consider reading levels and performance on pre-assessment tasks. Students may be level 3 on orienting but may have to go to Level 2 for a different skill.
 * On-Demand Writing
 * less than a 1 - what to do?
 * Leaving it blank for right now, Heather will get clarification
 * Susan shared narrative writing tickets for conferring from ENL training
 * Determine a student needs a particular skill for writing, conferring ticket prepared already to discuss and leave an artifact
 * How can we implement a similar procedure for reading response?
 * Use progression and create slips
 * Slips would be kept where readers are working- then put in RNB (student goal)
 * Conferring (1 min, no more than 2- in and out) surrounding this skill
 * "I've noticed that....."
 * Anticipating reading challenges being prepared with an artifact to give during student conferences
 * Checklist of observing reading behaviors during reading workshop conferring this week (+ or -)
 * Reading Observation
 * Has book
 * Selects a spot
 * Eyes Focus on Book
 * RNB/Log
 * Pencil
 * "Post" goal
 * Break Materials
 * Partner
 * Observables vs what is happening internally during conferring

October 7, 2015
Present: Heather, Monica, Susan Narrative Writers Use Techniques Such as...... graphic representation sheet

Readers make a plan and get busy- '3 steps' charts Moving away from retelling - focus on what you did as a reader, rather than the reading.

So far... Monica- Reading Goals Book celebration section in back (story elements) Going to model her notebook using Pickle Juice (narrative)

Susan- Modeled with Pickle Juice Characters, setting, problem stop and jots (whole group and self-directed) Who, what, where, when, how, why frame Break materials (post flags)

Author's craft in the story- write in Reader's Notebooks Mini-lessons and conferring with student friendly rubric in the RNB.

Writing About Reading in front of RNB

Analyzing student work: Date Using every page, every line Title every new book Characters Setting Events Problem Connections

**October 22, 2015**
Attended: Monica, Susan, Heather, and Scott

Norming student writing using the Informational Writing Rubric and Writing Progression Overview: Norm progression/rubric Step 1: Assess one child's writing using the rubric as a group Step 2: Score other pieces of writing individually, then come to a consensus as a group.

Next steps: Step 3: Assess your own students' writing individually Step 4: Devise a plan for analyzing on-demand writing across each grade.

Use Bulldog Sample in Writing Pathways (pg. 168-169) as a mentor.

January 12, 2016
Present: Scott, Jen, Sue, Pat, Susan L., Pat

WAR Scott suggests to put WAR in a separate section of the notebook - to show a progression of how their writing and thinking is progressing. Susan L. asked if it has to be that way - she prefers to have the notebook be one continuous flow from beginning to end based on date the work was accomplished. Scott's response was that as long as the kids are WAR and we can find it and see the growth - we can make decisions that work for us

What can 3rd grade do to help 4th? 4th to help 5th? WAR more frequently. We all let it fall by the wayside - if we can try to do it more it would help the kids in the future.

Unprompted and Prompted - should be a mix

RACE strategy

Present: Grades 3 & 4 - Rexford, Stephens, Battel, Lubick, McDowell, Reichmuth
 * January 27, 2016**

Summary for Narrative (Informational to follow) Packet: Included informational and narrative reading progressions for grades 3 & 4 on same sheet, student rubric for summary for grades 3 & 4, and several different strategies for summary to sift and sort and inform instruction, including Long's literary essay to focus on the Intro (summary) paragraph.

-How are we teaching summary in Grade 3 and in Grade 4? Pat provided an example using Jane Goodall -What does the learning progression say about summary? -brief -show knowledge of the story -story elements -characters (traits and wants) -recap important events using sequence words -May talk about the problem and solution structure -cause and effect structure (4th) -talk about big ideas or theme the story teaches (4th)

-Summary -vs- retell

Examples: Somebody, wanted, but, so, then Literary Essay template Five Finger Summary Summary Writing Organizer (The story ___ was an interesting story. Characters, setting, in the beginning, in the middle, at the end, conclusion. Jennifer Saravallo strategies (8.5, 9.12, 9.11, 9.8, 13.8, 5.16, 5.13, 5.11)

Balance of practicing RACE and summary was discussed and ideas to support each other was shared

Next steps: Increase practice with summary using an appropriate strategy dependent on the text.


 * MARCH 11, 2016 **

Present: Grades 3 & 4 - Rexford, Stephens, Battel, Lubick, McDowell, Reichmuth, Scott

ActiVote Pat shared the assessment that he and Heather made - they wrote ELA type questions (with distractors) that the students were asked to read a passage (The Boy Who Lived With Bears) and answer the questions. They used this to gather data on what types of questions the students are good with and what standards students might need more practice with.

Then they created an assessment for another passage - and entered the questions into Activote. Gives immediate feedback (who answered correctly, who took more time to answer, which choices did they choose, etc.) Can type in questions ahead of time or can use it on the fly to assess learning

Heather is available to work on using ActiVote with us or we can download it onto our computers if we want.