Grade+1+Collaboration+2013-14

// 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 17, 2013__**
Present: Scott, Darcy, Wendy, Maggi, and Marilou

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

September Assessment- How did it go?
Maggi- Finshed today! Wendy- Most completed- Looking at a few F&P moving kids up; Finishing HFW's; is putting it into NorthStar Marilou- Finishing up dictation- attendance an issue with one student

**Comprehensive Assessment System (CAS) and AIS**
Passed out expectations and calendar for submitting data into Northstar. Scott will meet with each teacher during the next 3-4 week to review classroom data.

Know- Need- Teach- Check
After reviewing student data, use KNTC to isolate next step for striving students in the areas of reading, writing, word study or literacy behaviors.

**SLO's**
Began to write SLO's. Review the process. Please copy your last year's SLO onto a word document then cut and paste content. Read the content and make necessary changes to fit your SLO's (ie. percentage will need to be change to match your classroom). Use literacy data to set goal. Raise your expectations and try to get as many kids to proficiency as possible. We are still working on math assessment and information to guide math SLO's.

**__September 25, 2013__**
Present: Scott, Darcy, Wendy, Maggi, Marilou and Morgan

Team Collaboration
To provide more flexibility with our collaboration and planning time, the team needs to decide if they will voluntarily give up 4 personal plans over the next three month to meet collaboratively as a group with Frank to plan a math lesson and discuss big ideas in math. Team should get back to Scott within the next week with their decision so plan can be made. Regardless of the decision, Scott has made it his priority to find time to bring teacher together to building their capacity with math as well as reading and writing. Using the team common planning is an option.

Personal Narrative
__**Rubrics**__- Opinion Writing-
 * [|Details]
 * [[file:insideheritageheights/LearningProg_OP.pdf|Download]]
 * 2 MB

Narrative Writing-
 * [|Details]
 * [[file:insideheritageheights/LearningProg_NAR.pdf|Download]]
 * 2 MB

Informational Writing-
 * [|Details]
 * [[file:insideheritageheights/LearningProg_INFO.pdf|Download]]
 * 2 MB

Scott will get a copy of Chp. 2 from Writing Pathways- The First Step On Demand Performance Assessment for teachers. Teachers should review this chapter to understand the rationale behind the baseline and ongoing writing assessments. Briefly practiced process looking at one narrative writing piece. Team has already began to score their pieces.

__Observations__ Students not familiar with writing pages for their story- paper choice will help encourage more writing and this structure Rubric shows a progress over time.

Team was given a legal size writing progression rubric to score writing and see where their students fall out. They can use the specific first grade rubric to score. Consider overall class results for mini-lessons. Do the same for informational and opinion writing piece. We will compare baseline to other writing piece after units of study.

**__October 16, 2013__**
Present: Scott, Morgan, Maggi, Marilou, and Wendy

//Something noticed- learned, take-aways, questions//
 * Coaching Cycle- Small Group Instruction/ Strategy Groups**
 * Maggi- How do you narrow down to the most important strategy group? Which groups to teach? Strategy that have leverage (priority)? Maggi working on patterns in books- tried to bring in cube example- not that effective at first- students learning there are different types of patterns.- Morgan suggested- first organize students needs (student needs at a glance organizer) then layout GR first (remember some students need to "simmer: and read independently at a level before being grown into the next level- Next- if you have additional group time, pull together a strategy group of common needs. Be flexible- some time for conferring, some for strategy groups.
 * Marilou- Thinking outside of the box- take it beyond reading (dot dice examples- shared with students) to help students understand. (also used by Wendy)
 * Wendy- Should you take notes and address needs in a strategy group over several days or do strategy group then confer then go back to strategy group the next day? Balance conferring with strategy groups. Give yourself a week to confer then build in a cycle of strategy groups for the next two weeks (ie. 6 sessions). Continue to make time for conferring with students during the strategy group cycle (A day- confer; B day- strategy group)


 * Writers Workshop**- Looking More Closely at the Personal Narrative Baseline Task

__Ideas and Collecting__

Teachers should give same demand task they gave for the baseline task, score and bring student writing to their day with Ginny Lockwood on November 14th.

__Writing Expectations-__ As you look over student writing consider trends/ needs/ then establish goal or focus areas that can be addressed during mini-lesson in each of the three main areas: Goals: Structure- Stories will have a beginning, middle and end Development- Add details to story- who was in the story, and how they felt Conventions- Writer use space, appropriate letters, and ending punctuations
 * Trends/Noticing- Quantity of writing was low, telling and listing rather than writing a story, spacing, mix capital and lowercase letters, lacking punctuation, students not reading their own writing;


 * Reminders**-
 * Use shared reading and interactive reading aloud to prepare for Novembers units of study.
 * Team will be getting their own set of Lucy Calkin's Writing Units to use as a resource to support the work

Scott will be collecting __monthly__ writing snap shots (collection, process pieces, on-demand writing) from the following students. Teachers just need to make copies of their work.
 * Action Research- Evidence of Learning- Tracking Student Growth in Writing**
 * McDonald- Arianna Conta, Owen Rife, Trevor Schley
 * Moran- Sante-Miguel Ekiss, Jouri Hamid, Alejandro Morales
 * Nesteruk- Carly Battaglia, Moses Davila, Monica Naples

**__November 18, 2013__**
Present: Scott, Darcy, Wendy, Maggi, Frank and Marilou

Math- Looking at an example of a task from grade 5 that involve targeted questioning Purposely chose numbers when the problem that was created (i.e. estimating problem- 2054/35- 2054 could be rounded to 2100 and 35 could be rounded to 30// 30*70=2100 to create an easy fact); student approach problem using different strategies though that student would utilize more manageable facts. Point- When we do the general planning, choose one question for student to grapple with (stimulate student work and create discourse) to uncover the big idea of what you want student to learn. One question can generate a lot of math.

Lesson Study Look at lesson and select a problem/question- brainstorm what you think will come out of it? Lesson 1.3- I have 10 Toys- Some are blocks. Some are marbles. How many of each could I have? How many blocks? How many marble? Find as many combinations as you can. What would we expect students to do- use representation (draw pictures, draw a line to separate marbles from block), equivalents, follow a pattern (9+1 /8+2/ 7+3 etc. ), repeated reasoning. Misconceptions- students would only use 10 and therefore add 10+10
 * Key- as the students do the math practices, name them.
 * Look at kids that did not have two group that when added together = 10 toys (i.e 1 marble and 9 blocks)
 * Get students to see that they need two groups
 * Show student examples of how they show two groups (10-frames, pictures, two column chart)
 * Send kid off to find more combination
 * Organize combination for all the marbles; see pattern then do all the blocks (this will covered in lesson 1.4)
 * How do I know when I'm done?

**__January 9. 2014__**
Present: Scott, Darcy, Wendy, Maggi, Frank and Marilou

Look at possible math focus- Reflected on current practice as it pertained to: Some thoughts/ responses to consider
 * Teachers question and strategically use student responses to uncover the math to be learned.**
 * Design questions that get students to talk and draw conclusion uncovering their mathematically thinking.
 * Create questions that reflect the “big ideas” of math so students can uncover these ideas.
 * Design questions that open conversation.
 * Look at Investigations program ask yourself- “Why did they ask those types of questions?” “Why did they use the number they did? ”
 * Key is to have a good question to ask that is open ended ( pay close attention to the question with each investigation. Trust the program. )
 * Challenge- leading the kids to help them uncover the math and big ideas. ( as you observe students working make note of- the sequence of action students have taken to solve the problem; how students record their work; the PD information in the rear of the TG should as be read prior to the investigation )
 * Some students see hesitant to share in the big group ( have students practice sharing with a partner, then get them to respond in the larger group later ).
 * Solving story problem- student need to understand all problems are structured in three ways- there is a change, items are being compared and part/part/whole.

Frank will help make arrangement with Jackie Starks to have 1st grade teacher observe a lesson in their room. Maggi suggested putting two classes together to facilitate this. Darcy is available to support but would also like to observe at some point. Note: Jackie is open to switching her math time to 2:00 pm on days 1st grade teachers want to observe.

**__February 10 2014__**
Present: Scott, Wendy, Maggi, Monica and Marilou Writing Collaboration: *** Reminder to re-look at the December unit of Study on Partnerships to shorten it and bump the January reading unit into part of December so that we can launch our non-fiction unit earlier so that we have a stronger foundation in non-fiction to launch our writing unit in February. Looking at the indicators for the February March Non-Fiction unit. Finishing indicator #2 Writers plan how to organize/categorizing information across pages- Teaching point is Writers will learn how to use text features to organize their information. Work on indicator #3 Writers consider readers’ questions and aim to answer them using both print and visual features.

**__March 27, 2014__**
Present: Scott, Marilou, Morgan, Wendy and Maggi

Writing- Coaching Cycle Follow-up

No need to do a specific on-demand task for writing for the 3rd quarter. Depending on the genre, the post of one unit become the pre of the next.

Calendar- Back map and created pacing calendar for the final units of the year

__Anchor Charts__

Read some beginning pages from resource __Smarter Charts__ (Martinelli & Mraz)- check out the [|Chart Chums] Big Take Aways or Wonders?
 * Big ideas of charting- builds/teaches independence and agency; created with children so they have a sense of ownership; more meaningful, "gives life in the classroom." active participation.
 * Think a head of time- chart provides the teacher with the language (pre-written- could do the sketching with students to build ownership)
 * Types of Charts defined (qualities of these charts) in the "Field Guide to Literacy Charts"

Possible charts to support the next unit of study
 * Ideas for characters? Where do we get ideas for characters? How do we build a character? (What does the character look like? How do they act?)
 * Genre Chart- Fiction story have important parts- characters, setting, problem, solution
 * Be care about giving student graphic organize as pre-writing. You want to be "planful" without giving students more writing that will take a way from the pieces they are creating.
 * Key- Model the structure of the writing you want to see in students during your shared text.

**__May 5, 2014__**
Present: Scott, Marilou, Morgan, Wendy and Maggi

Post Writing Cycle- Reflection
 * Team completed writing cycle post reflection.

Lingering question/ topics etc.
 * small group instruction
 * Why do I have to keep teaching capital letters? Why is it not sticking? Where is a good place to teach punctuation? Prompt- "If you hear a stop, see a stop." When do we emphasis which conventions during the year? Are we using the balance of balanced literacy to teach and reinforce punctuation and convention. (i.e interactive writing)
 * conferring

What jumped out at you during the cycle?
 * Use of mentor text- published and teacher writing
 * Clear structure; good unit development
 * When the reading and the writing units are slightly staggered.
 * Immersion longer and more in depth with mentor text.

Next writing unit- Reviewing, Reflecting and Revising our Favorites
 * Kid can pick the genre in which they wish to write
 * Lucy resource- edoc- Cross Genre Writing Projects

**__May 12, 2014__**
Present: Scott, Marilou, Darcy, Lindsey, Wendy and Maggi

Unpacking- June Writing Unit of Study- Reviewing, Reflecting and Revising our Favorites

Immersion- Reviewing sample of different writing from the year (genre review). Mini-lessons
 * Introduce "publishing houses"
 * Characteristics of good writing- precise, exact words; re-read to make sure the meaning is clear, answer reader's questions as you write, show not tell.
 * Refer to Mentor Text- copy the craft move of the mentor text in their own writing
 * Genre- write list they notice about a particular genre. (use example of student writing to support characteristics.