Grade+2+Collaboration+2015-16

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October 23, 2015
Present: Frank, Jill, Michelle, Scott

Overview of Unit 2 The philosophy of inserting a geometry after a numeracy unit is to allow the teachers to use number talks to catch up the students that are still at the novice level. It also allows students to apply their knowledge of numbers into the next unit. The unit is more hands on of manipulatives. The unit 2 test will have a question from unit 1.

Big Ideas From Unit 2 The unit overview provides a guide. Create vocabulary anchor chart. -Unitizing (with sides) -Comparisons (compare number of sides amongst shapes) -Equivalence (how many triangles would be equal to a trapezoid) Sort by more than one attribute/properites (properties define the shapes, attributes can describe but not necessarily define)

Reflection piece is due back ASAP


 * Need more 3D shapes.


 * Students have been using some new tools and strategies (such as an open number line.)

November 3, 2015
Present: Jill, Amanda, Heather and Michelle

Non-fiction reading units:

We looked at and mapped out the unit of navigating and comprehending informational texts. Using the guide from the coaches as a guide for our mini lessons we went lesson by lesson, discussed the relevance of each lesson and how that will help the students understand non-fiction texts. Discussed the parts of each daily lesson, i.e. lesson, model, students do the work, share out. We looked at possible charts to create with the kids that will support the students in their independent work. Discussed the importance of kids using the charts independently to help them with their work. Being self directed. Discussed the importance of collaborating and bouncing ideas off each other to create the best possible mini-lessons which in turn, produce the best possible student outcomes.

Went over end of unit test for non-fiction to make parallel tasks. Heather handed out the learning progression for informational reading and we went over. These could be used for scaffolding and mini lessons. Heather is putting suggested anchor charts for the non-fiction reading unit in the drive from Lucy's new units of study. Looked at the continuum book and identified what non fiction features would look like across levels.

Present: Jill, Amanda, Michelle, and Heather
 * November 17, 2015**

Non-fiction writing:

Moving from all about to an aspect. For example 'all about dogs' would turn into 'taking care of dogs'. Talked about putting this long unit into 3 bends. First bend-something you know all about. Second bend; You've been reading non-fiction books, so now write about something you know a lot about from those books, narrow the topic, not so broad. Third bend; Craft moves (i.e. text features). Second grade will focus on all about books, moving to narrowing their all about books and finally craft moves.

Present: Jill, Michelle, Heather, and Joann (in for Amanda)
 * November 24, 2015**

Paragraph lesson on NF Supporting details in reading Quick paraphrase- what the paragraph was about on a post-it Post-its on one side Other page- Write about it Synthesize the post its

Reviewed bends Shared ideas

Coaching reflection - lessons for last coach visits

Present: Frank, Michelle, Amanda & Heather
 * December 14, 2015**

Big ideas - anchor charts ELA & Math What did s/he do to support the big idea

Olivia Wahl- most, some, one anchor charts- can give small copies to some and one Visual footprints

Available all space Field trip to 5th grade to see how we can get creative!

Thursday, January 28, 2016

In attendance; Frank, Jill, Amanda and Michelle

Focus: Unit 5 Rooms and Floors

This unit builds on the ideas about patterns and sequences from first grade. This unit is the foundation for multiplication, place value, distributive property, etc. Discussed an immersion lesson with legos where the kids had to fill in the first floor of their 'house' with some constraints. Talked about how the lesson is equivalence, repeat addition and area. Using structure and repeat reasoning to make myself more efficient.

In attendance: Frank, Michelle, Amanda, Jill and special guest Eileen Ryan. We started off by going through the unit 5 test. We were looking at each question closely and talking about the validity of each question and what might we anticipate the kids would do. Also, discussing how the questions are worded and how the test is laid out. We talked about adding a tower problem related to repeat addition, equal groups and ratio. Talked about putting problems in different contexts such money, snap cubes, legos or bead strings.
 * February 22, 2016**

March 29, 2016

In attendance: Morgan, Amanda, Jill and Michelle; We first discussed the coaching cycle and how it will look, what is expected from the coach, teacher and students. Took a look at the book review unit and talked about putting certain pieces in our conferring kits. The opinion needs to be rooted in the text, not simply "I liked" or "I did not like". In the book review students should have theme, craft moves and character traits. Also using evidence from the text to support their statement. Teacher should have a fiction and non-fiction review in their conferring kit. Students can write either a fiction/non-fiction text. In non-fiction students should have craft moves, presentation of main idea, graphic features, text structure and bias or author's slant. These mirror fiction ideas as well. We then wrote a piece together on the non-fiction book Lizards. Talked about leads that will capture the audience right away.

April 5, 2016

In attendance: Morgan, Amanda and Michelle: We brainstormed ideas on what to have in a book review. We know that they have to have an introduction, state your opinion, back the opinion up with evidence/reason (point to the part in the book) and a conclusion. Create anchor charts for introduction and conclusions. Talked about how to model non-fiction book reviews. We then created some book reviews to put in conferring kits.

Tuesday, April 12 2016 - In attendance Frank, Amanda, Jill and Michelle. We looked over the end of year test and talked about how to prepare.

Wednesday April 20, 2016 - We discussed how kids are taking notes (post it notes) in reading workshop. What does this look like and what do they do with them. We noticed that lots of kids are jotting based on mini-lesson work, not natural thinking. Discussion about encouraging/permitting these types of notes ensued. We also discussed that notes should not just be for the teacher to see kids' thinking, but also for readers. So, give readers opportunities to use notes in conversation and in writing (be explicit). We discussed the benefits of talking before jotting and talking off of a jot. One issue is that kids sometimes have difficulty transferring their oral talk to the written word. So, we discussed stopping mid-way through workshop to allow for talk, then time to jot off the conversation, and then read some more. Allow an additional talk time at the end of workshop-with a new partner-for readers to use their notes in an authentic way. This would work nicely if kids met with another reader who is reading a different version of the same story. At some point they need to be accountable for their thinking. Talked about how to get the kids to elaborate off of their sticky note jots.

Wednesday April 27, 2016 - We will continue to keep reinforcing the evidence factor. The kids are good at sharing their thinking but still have trouble with showing evidence to back up their thinking. Orally first then to writing. Also reinforce theme vs. message. To also dig deeper - how does this book impact life. Why do we jot, what does jotting look like? Why do we have to remind ourselves of our thinking? Use shared writing to model writing about reading. Do writing about reading in different ways. Examples include - paragraphs, letters, book reviews and jotting about a conversation.

Next year - At the beginning of the year introduce authentic jots and give time to use them. Use regular partnership work. Why do we jot, if you are writing your 'whys' and 'wonders' what do we do with them. Include inferential unanswerable questions, not just literal questions. before we release the sticky notes to the kids during writing about reading, model, model, model during interactive read aloud. Teacher jots down their 'whys' and 'wonders' during this time. In modeled writing our demonstrations pieces during community writing. Talked about jotting between fiction and non-fiction. We then completed the coaching cycle reflection.

May 11, 2016 - In attendance: Amanda, Jill, Michelle and Morgan. We decided to review the work from the Olivia last Wednesday, May 4th. The first thing we discussed was the K-8 Spelling program. The books have been ordered for teachers to look at and possibly study next year. Talked about the 'beast' that is word work. Spelling is to help the students become better writers. Next, we talked about guided reading and started talking about F&P's to discover the level. Talked about 'hanging out' in levels and not pushing them before they are ready.

May 18, 2016 - In attendance: Amanda, Jill, Michelle, Morgan and Scott. We started talking about end of year on demand task and when to give it. Collect NF until June 3rd. Review small moments narratives. Started talking about the current writing unit (NF writing chapter books). Wondering how the books are to be set up. More writing and less research. Talked about structure and realizing that it is not a second grade standard, it's a fourth grade standard. Don't worry and be too particular. Let them give structures a try and let it be messy. Talked about literary features and narration of their NF book. Use your mentor texts, it is so important so they can get ideas to use in their own texts. Stepping stone between expository and narrative NF work. Talked about the 'band' jump in reading. What is helpful and what is still confusing.

May 25, 2016 - We first discussed our upcoming field trip. We discussed the route we will be walking once we get to downtown. Places that we will visit include Market Arcade, M&T Bank, Ellicott Square and City Hall.