Grade+4+Collaboration+2015-16

Present: Jen, Sue, Pat and Scott Reflection- 4th Grade Teaming   Pros and Cons of teaming (departmentalized structure) discussed-
 * May 12, 2016 **
 * What about teaming worked this year? What didn't?
 * What type of impact did it have on 4th grade students- academically, socially and emotional?
 * Do you want to continue the departmentalized structure next year?
 * If you continue to team next year, what would you like to do differently?
 * If your team only consists of two teachers- how might you divide the content load?

__Pros__ 
 * content specific teaching **focus** had led to better planning and preparation
 * advantage of improving lesson since they are taught three times
 * improved pacing of lessons
 * kids moving between class helps engagement
 * students having issues in one class seemed to improve when they moved to the other teacher (managing kid personalities across teachers).
 * all teachers get to know all the kids
 * encouraged self-direction (routine, students needed to come to class prepared, etc.)
 * student are getting more content (social st or science each day)- non-fiction reading and writing reinforced; inquiry-process
 * Discovery Hour was an added plus
 * Students are doing more writing across the day

__Cons__ 
 * Schedule- hard to find time for intervention

Team would like to continue the teaming structure If there are only two teachers- Jen teaches Social St/ Science/ Word Study- Pat teaches math. Both teacher teach reading and writing.  Scott asked this critical question- Are kids learning more? What evidence to we have to support this?

Finally, if teaming is going to be highly effective, Scott shared thoughts about the following things need to be addressed moving forward: 
 * 1) Commitment to a consistent time (ideally each week) for focused, purposeful team planning. (At this time, most collaboration seems to be of a more casual, as needed and informal nature.). This need to be put in the schedule.
 * 2) Building Community/ Common Expectations- The team structure should allow students to grow academically, socially and emotionally. Common expectations are currently place (be respectful, cooperative and work hard). These expectations need to be taught and reinforced throughout the year. Cooperative team building should take place the first two weeks then there should be refreshers each quarter as well as other community activities. Jen has used Class Dojo as a tool to reinforce expectations and communicate with families. Should this be used by all members of the team so a positive team culture can consistently reinforced across all classrooms? I think so if it has been an effective tool.
 * 3) We need to address how within a departmentalize structure we can develop a more integrated approach to reading and writing. Future units will be less curriculum-base and more student-centered demanding a more flexible, integrated approach. Note: This may be a moot point for 2016-17 since class size may force only two section of 4th grade. If this happens. All teachers will teach reading and writing. Also- While Olivia Wahl's PD (beginning this summer) will center around writing and word study. All team members will need to attend this PD, build their capacity in these area and try to make connections to the content they teach.
 * March 18, 2016 **
 * Present: Grades 3 & 4 **
 * Rexford, Stephens, Reichmuth, McDowell **

Writing about Reading

RACE strategy

RA CE CE

Adding another CE because of 2 details

Sharing examples

Restating is difficult- the language and way questions are structured- it doesn't always lend itself to that

Extended response- 2 texts- synthesize the information from both One sentence summary

(Excerpt) Sharing student writing on doc cam valuable

Specific detail- text based detail

Released questions for shared reading- scaffolded it Some done together- Wrote whole beginning part- use question in their responses Doing in reading too! Using RNB more this year

Handle of constructed response- What about multiple choice- practicing- We used the unit as practice with multiple choice- create m/c questions aligning with the standards

Literary essay unit appreciated at this time of year

Present: Grades 3 & 4 - Rexford, Stephens, Battel, Lubick, McDowell, Reichmuth, Scott
 * MARCH 11, 2016 **

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.

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.

January 20, 2016
Present: Rexford, Battel, Stephens, Reichmuth - Guided Reading Survey - NYS Annotated Released Questions - "Excerpt" - Immersion discussion for next unit (poquoi tales) - Historical Fiction for IRA (Toliver's Secret, Pedro's Journal, A Lion to Guard Us, The Secret Soldier) - Literary Essay immersion - using template - Character traits in shared reading (compare people) - Using pre- and post- designed questions - Figurative language - Poignant subjects - Story arc: Talk about it- have things pasted on story arc- tons- Which ones can the story be told without (if I took this away, could the story be told without this information) Settings- bus ride, church,..... put them in a parking lot - t-chart important - Story elements -integral setting vs backdrop setting (Dianna Seare)

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

January 5, 2016
Present: Jen, Sue, Pat, Heather

//Unit 2 Post Assessment Data Analysis//

Utilizing Informational Learning Progression for summary -write about the main idea • include carefully selected details that link to the main idea • use the text structure in your response • keep your summary brief • write about the ideas in the text, not your own opinions
 * 1) 1 Summary

-think about concrete/solid organizer (boxes and bullets) or upside down boxes and bullets - Consistent way to summarize - Jennifer Serravallo "Reading Strategies" book 8.11 Add Up Facts to Determine Main Idea

They needed to talk about the specific part in relation to the rest. Identify as the end and how it was different. Pat shared that he is incorporating this in read aloud and demonstrated for us. -write about why the author seems to have included one part of the text. What does it add? -explain how that one part is important to the whole text (e.g., it’s an example of a main idea or it provides reasons to support the author’s argument). Use progression and student rubric for addressing these skills
 * 1) 2 Parts of the text in relation to the whole

Almost all noticed the author did something and named it We need to make sure that they include why the author may have done this and even better if they talk about without this-would happen Identify craft techniques the author used. Write about the writerly goal(s) the author seemed to have been aiming toward. -Elaborate on this, writing at least a few sentences. Use progression and student rubric for addressing these skills
 * 1) 3 Author's Craft

Details from both texts supporting the main idea in an organized way Put together information and ideas about a topic from different texts or parts of a longer text. Organize the information into categories (if possible)
 * 1) 4 Cross Text Synthesis

Pat shared small group work using leveled reading passages and specific strategy focus

December 18, 2015
Present: Jen, Sue, Pat, Heather - RACE Strategy resources

- January Reading UOS - Added a little more here from last year - Logistics of reading and writing notebooks for the connection - Biographies - First 3 Indicators: Reading lots and lots of biographies (Narrative and informational structures) - Indicator 3: Content specific vocabulary (ongoing bank of words, quotes, phrases) coming up over and over again- patterns- repetition across texts) - Not fact finders -Story arc embedded with info about the person (Structure of story - and what was happening in history) - RAN strategy a possibility (Heather shared photo examples of RAN from Maplemere) - T charts possible (What the text says on one side, This makes me think on other side) - Analyzing poignant notes - Shared photos of RAN from MM ====

December 11, 2015
Present: Scott, Pat, Sue & Heather -Interim assessment data -3.RL.3 was our weakest standard -Short response was mostly theme and 1 detail when 1 point was received 3 sentences, 3 minutes Individual student report - to group students Discussion around theme of passage RACE Strategy- Restate the question, Answer the question, Cite the Evidence, Explain

December 3, 2015
Present: Jen, Pat, Sue, Heather, Scott

Upcoming Coaching Cycle: Writing Coaching - Stephens Word Study Coaching - Battel Pushing team coaching back to January 25th - March 4th because focus is on small group instruction in Readers' Workshop and 5th grade is scheduled at same time of the day.

Writing- 3 minutes 3 sentences Say It- Write It

Sharing best practices

__**November 23, 2015**__
Pat, Sue, Jen, Heather, Leanne

Guided Reading Groups

Group O Plan Word work- decoding multisyllabic, fluency, vocabulary (More of a decoding group than comprehension) Sue Stephens shared a template and a sample How does a waterfall become electricity? Non-fiction texts Lexile level discussion

Leann discussed the animal project Switch Zoo Leann putting it on the 4th grade webpage Partners animal books Animal adaptations connection with science Leann taking a group during 4th grade groups animal- adaptation- picture- share Leann assigning days to each teacher - Leann pushing in for mini lesson and pulling Q, R, S students to work pick one animal that they all read about

Possible small group solution: 45 minutes- 10 minute mini lesson 10-15 minutes conferring (rotating schedule) 20-25 minutes GR/strategy group(s)

Literary Essay-

__**November 16, 2015**__
Pat, Sue, Jen, Heather

//**Pre-Assessments for Unit 2**// -Text was read aloud Main Idea(s) and Supporting Details/Summary Analyzing Parts of a Text in Relation to the Whole Analyzing Author's Craft Cross Text(s) Synthesis

Stephens shared her work work with the group- text features lesson- compare and contrast contribute to the text as a whole Rexford- Enlarged the rubric for Grade 4 Created a "simple step" chart for Author's Craft Shared example using sequence for bicycles

Summarize- Level 4 needs to discuss text structure

Discussion about Levels 3/4 versus Grades 3/4. If a student sees a Level 3 on their paper- will they think proficient?

Incorporating the skills into shared reading and interactive read aloud. Suggestion: Pat would like to try showing a Level 4 response, and allowing the students to reflect on their own work using the rubric and bullets.

** Fourth Grade Team Collaboration 12:00-1:30 **

 * Pat, Sue, Jen, Heather**

1. Norming post-assessment writing about reading responses. Sample response and progression used to determine strengths and needs in student responses. 2. Determine student growth from pre-assessment to post-assessment. 3. Overview of the Informational Learning Progression Overview of the Informational Reading Self-Assessment Rubric 4. Using the data from pre assessment to drive instruction. Use the progression to determine the strengths of the student's writing- what level is it in? What did that student need to do to move their work to the next level? Use small "tickets" from the progression to confer with student. On your documentation, indicate teaching point (what you left them with- artifact) and what you will be looking for next time. 5. Possible to use pre-assessment during shared reading as a mentor text. 6. Possible to use post-assessment from Unit 1 to show students how their writing has evolved over the unit.

** Fourth Grade Team Collaboration 12:00-1:30 **
1. Briefly discuss pre-assessment for nonfiction unit. Students will need to summarize non fiction text, identify how text parts relate to the whole, analyze author's craft and synthesize across texts in order to be successful on the post.
 * Pat, Sue, Jen**

2. We mapped out the calendar for the entire unit - including the 3 Bends (trying to fit everything in over the holidays) We discussed possible mini lessons: __Bend 1 - Habits of Reading NF__ Orienting/Previewing the text Set a Purpose for reading Summarizing the text Using Thinking Boxes to jot ideas Using text features to figure out tricky parts Vocab. Strategies Skim/Scan

Bend 2 - Analyzing Author's Techniques and Synthesis Across Texts How do Authors support their ideas Authors Bias Reading multiple texts on the same topic Compare/Contrast 2 texts

Bend 3 - Presenting Information

Pat, Sue, Heather
Heather & Sue Informational Opinion Writing On-Demands (rubric norming)

Review Reading Unit Action Plan from last collaboration. 1-2 weeks on 1st topic (ie. rainforest animals, switch topics, etc.) Text sets resources discussed.

Informational Reading Learning Progression - Determine strengths and abilities on the progression, and build on those skills to the next teaching point along the progression.

Unpacking the Reading Unit of Study- referred back to the email Heather sent from Mikal and the 4th grade team's work at Maplemere. Dividing the unit into bends with indicators. What are the main teaching points in each bend?

Pat shared his work of applying Fox (and Magpie) to: Why is this setting important to story? What kind of person is.... Moving from personification to personality to character traits.

Analyzing Parts of a Story in Relation to the Whole
 * Post assessment**- expectations

Discussed "resolution" Responses at this level discuss how a particular part affects or is affected by other parts of the story. Students name the story element that is featured in this part and also include specific details from other parts of the story, perhaps to explain a decision or change.

Discussed Unit 2 Post Assessment being available on Heinemann.

Pat, Sue, Jen
==== We discussed the November reading unit - I shared the notes from the unpacking meeting (we agreed to take turns going to these meetings so that we can be on the same page with everyone else in district) ==== Will choose the science topic of animals for students to read and research - this will tie into our science unit on animal adaptations nicely. Not sure what our exact text sets will be - can include books, magazines, articles, video clips? Mammals, Reptiles, Insects? Polar, Desert, Marine?

Groups of 4 students (2 partnerships) on each text set - students will study one set for 1-2 weeks and then switch to another (maybe study 2-3 different sets over the unit)

Bends (sections of the unit) Bend 1 - HABITS OF READING NONFICTION Indicators 1,2,3 Bend 2 - ANALYZING / SYNTHESIZING TEXTS Bend 3 - TEACH

Goal of unit is to read a text set and come up with a big idea. After reading __,__, and __I know__.

Next step is to pull resources and create text sets.

Resources for unit to check out: Reading Pathways Chapter 5 Lesson Ideas in Caulkins Reading Unit

Pat, Sue, Jen
Where to go next in character unit: Theme/lesson/message/central idea Character thoughts, ideas, actions lead to ideas about authors central message.

We received the new reading unit today - we began to look at it and start to think about immersion Could we read some nonfiction in shared reading? Sue is using shared reading in service of immersing for writing workshop. What can we do in reading with our own class? We could do some hybrid shared reading/read aloud on a science topic. We agreed that we would study some topic having to do with animals which will go along with our science unit on life science and animal adaptations. We will start looking at resources in support of this work.

Question about the pre/post assessment? I emailed Heather and Mr. Wolf.

__**OCTOBER 1, 2015**__
Present: Heather, Jen, Sue, Pat = = **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. = = = = = =
 * Reading: Pre- Assessment **
 * 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)//
 * Analyze parts of the story in relation to the whole
 * Analyze authors craft- craft techniques
 * Determine the theme and support with evidence from the text
 * Compare and contrast two stories with a similar theme.
 * Their understanding of Tier 2 and 3 vocabulary (story elements, literacy language, author's craft, craft techniiques, etc.)

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

= = =__ Wednesday September 23, 2015 - 2:05-2:45 __=
 * 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

Pat, Sue, Jen
We mapped out our reading calendar for the rest of the September/October UOS We are going to continue until the end of the month developing good reading habits. (Working on Indicators 1,2,3- stamina, tracking thinking, stopping at confusing spots, using fix up strategies, goal setting etc)

Beginning 10/5 - we will get into character work.

Indicator 4 - Readers link character’s words, actions, feelings and thoughts looking for trends and patterns, then draw inferences to better understand the complexity of the character and the story.
We could use Fourth Grade Rats or a low fantasy picture book to teach - perhaps use the low fantasy to teach and Fourth Grade Rats for the active engagement. What do we know about Suds? What patterns do we see that tell us something about his character?

Chart Ideas: character --> words, actions, thoughts and feelings --> ideas/inferences about character Readers pay attention to character words, actions thoughts and feelings to make inferences about the character. -Characters say things that make us think a certain way -Characters repeated actions give us ideas about them -Characters thoughts/feelings can lead us to ideas about them

= = =__ Thursday August 27, 2015 - 12:00-2:00 __= Fourth Grade Team Collaboration Pat, Sue, Jen We ironed out some details to prepare for sharing students this year: First rotation - 9:50-11:00 (70 min.) Second rotation - 11:00-12:45 (75 min. including 30 min. lunch) Third rotation - 12:45-1:50 (65 min.) On Day 1 - each teacher will ask students to list the qualities of a good teacher/good student - using these student ideas, we will co create a pledge after school and present it to students to be signed the next day
 * We looked over schedules, discussed timing of switches, lunch schedules, library times etc)
 * Rotate beginning the first day of school - for just the first week, we will rotate for 30 minutes each class to meet/get to know students and practice travel routines procedures
 * Wednesday, Thursday and Friday only - rotate 1:00, 1:30, 2:00. Normal schedule to begin Monday 9/14
 * Normal Schedule:
 * Will prepare for rotation 2 minutes before - always rotate clockwise (Stephens --> Rexford --> Battel)
 * Students will keep all materials in each room (writers notebooks/folder in Sue's room, Sci/SS with Jen, Math with Pat) We discussed this after the meeting and are thinking students might have to travel with some things. Especially writer's notebooks and folders for word study - we are going to order tote bags for students to carry their stuff
 * We will decorate notebooks for all classes with our homebase class in the first 3 days of school
 * We will create a common classroom pledge to be displayed in all 3 rooms - students will sign the one hanging in their homeroom
 * We will have supplies needed in each room so that students only need to travel with their notebooks and not pencils, colored pencils etc.
 * We will all start the year with the same read aloud - __Fourth Grade Rats__ - we have done this in the past, students like the story and it is a great story to refer back to throughout the year both in reading and writing - can probably read whole book in first 3 days.
 * We discussed first reading unit - and some possible choices for materials - __Martha Speaks__ is a good option, can use books or even a youtube video of an episode for immersion.