Grade+5+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 28, 2015**
Present: Heather, Kerri, Misti, Kim, 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)//
 * 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: **


 * 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

October 4, 2015
Present: Misti, Kim, Jackie, and Heather Writing/Reading

Writing Narratives- planning lessons based on need Kim looked at her group, Jackie and Misti looked at her class, Heather looked at Iraci's class

Strengths: Generated a decent amount, all willing to write something (no one refused) Teaching Points: Spelling through word study with Iraci Sentence structures done in small groups Dialogue Lead/ending Elaboration Paragraphing Transitions

Create a story arc before flash draft. (Jackie will model) Choosing form has been done by most. Flash draft the first story that they planned. Try on different beginnings within the flash drafts. They will have to revise their thinking based on the results of the flash draft. Then move into beginnings. Then endings. Develop their setting, figurative language, 3 events, the heart, dialogue and elaborate, etc.

THEN flash draft the rest of the stories (3 minimum)

Reading Text: Home of the Brave Writing about Reading (After Snow) Writing exemplar - gallery walk - looking for positives in the writing Knowing that you are going to write after you read, changes the way you read. Reading like a writer. Good qualities of writing

October 13, 2015
Present: Misti, Jackie, Heather

Fifth Grade Writers' Workshop November-December distributed. Lucy Calkin's new RUOS mini-lesson session unpacking Backward mapping the RUOS to prepare for Nov RUOS, gather materials, align curriculum

11 teaching opportunities to complete 9 lessons by end of the month.

Partner book clubs - realistic fiction (survival) - establishing new reading partners to facilitate this learning

Focus on author's craft choices, analysis of author's work, themes from indicators

Heather will borrow texts from the book room to support I, J, M, N, Q, R, S, T realistic fiction (survival) to offer variety of texts

**October 20, 2015**
Present: Jackie, Kim, Heather, Lindsey

Post-Assessment "Taco Head" From the Tequila Worm and the video clip "Basketball Players Stand Up for Bullied Cheerleader with Downs Syndrome"

Sample responses distributed

Reader's Workshop Supporting Story elements- part to whole- author's craft - determining themes (Home of the Brave) Perspective- http://www.teachertube.com/video/home-of-the-brave-by-katherine-applegate-179254 book trailer.

Misti revisiting Stray this week in Shared Reading.

Genre study- myth, legends, tall tales - Text Forms and Features

Incorporate Bend III lessons (15-20) using these genres.

Immersion is in place- videos

**October 27, 2015**
Present: Misti, Heather, Jackie, Lindsey

Shared Reading lesson plan to support narrative reading learning progression

Narrative Reading Progression - Analyzing Author's Craft Anchor chart- details (stretched it out), dialogue, actions, show not tell, tension building (stretching out the scene)

Use the literary language to name a couple of craft techniques Author made deliberate choices

Friday- Model answers part to whole from Stray and have them try them on. Monday- Model answers from craft moves from Stray Monday afternoon- assessment

Story elements anchor chart Theme anchor chart

Post Assessment sample responses - backward map

**November 3, 2015**
Present: Misti, Kim, and Kerri

Focus - Traditional Literature Unit of Study

Immersion: Day 1 - The Legend of Sleepy Hollow (Play) Day 2 - The Legend of Sleepy Hollow (Movie) Day 3 - Features of Legends (Chart)
 * Students will write to compare and contrast the movie and play


 * Scheduled out on calendar - each type of literature will get about 10 instructional days

Students will work in pairs to read legend picture books. We sorted through the grade level bin of books to match our readers to appropriate levels.

We studied suggested lessons for this unit and generated big ideas that need to be addressed for each type of traditional literature. We realized that the KW chart will be a basis for much of this work. We are realizing that consulting non-fiction resources is a big part of this unit, so we need a plan for how kids will find information about the time periods of the books they are studying.

**November 4, 2015**
Present: Misti, Kim, Kerri, Jackie

Focus- Traditional Literature Unit of Study

We studied the indicators to determine what mini lessons need to be taught within each form of traditional literature. We will begin Monday with determining the text features within a picture book with their partner. 1. Read the book 2. Make notes in a KW 3. Prove that it's a legend

Students will need a few instructional days to complete this work. Next Friday we will move onto using informational text to study the setting of the legends that students read. They need to understand the culture/time period of the legends to better understand the story. We also discussed how we are going to get kids to theme. Misti works through to theme in shared reading, so we will use the work from shared reading as our models for mini-lessons.


 * November 12, 2015**

Present: Misti, Kerri, Jackie, Heather

Finished one legend book- did the K/W - jotted what characteristics made it that genre
 * Reading:**

Tomorrow AM 1-2 pages of non-fiction source from back of the book

Next week- symbolism Immerse tall tales next Thursday

Mon Symbolism Tues Themes Thursday & Friday Immersion into Tall Tales

Monday Features Tuesday Assessment (m/c assessment)

Robin Hood & Legend of Sleepy Hollow to teach symbolism Theme is covered in shared reading

Immersion for Legends Paul Bunyan & Johnny Appleseed

Symbolism of Legend of Sleepy Hollow

Symbolism of Robin Hood

//3 Simple Steps for Symbolism// 1. Look for repeating object in your text 2. Ask yourself if it might mean something or stand for anything 3. Determine the meaning

//Questions for theme// Read and discuss the ?s What did the character learn? What life lesson? //Possible themes// Write long about it using text evidence and your own thinking //Immersion Tall Tales// You Tube - Silly Symphonies - Paul Bunyan Johnny Appleseed (1972)

Monday- collecting Tuesday- choosing Think about piece- what is the story really about? How has this piece impacted you? Who will the audience be? Why will the literary essay be deserving of an audience? Wednesday- Developing a claim or thesis Thursday- Developing introductions Friday- Developing Supporting Paragraph
 * Writing:**

Present: Misti, Heather, Jackie, Kim, and Kerri
 * November 19, 2015**

Immersion for tall tales Lesson suggestions Breaking lessons into 3 simple steps

Present: Heather, Jackie, Kim, Kerri
 * December 1, 2015**

Reviewed short response questions to norm and determine trends. Theme or central message in the story "Night the Bat Got In"

Present: Heather & Kim Schedule Gugino: Days 2 & 4 Day 2- 1:15-2:00 Day 4- 8:35-9:20 Iraci:
 * December 16, 2015**

Small groups CAS data Small group not on grade level

Charbel - P Phillip - P Macgnorian - P

Word study issues- word calling impacting everything Phillip, Mac – leaving off endings, sustainability- attention Text features and move

Charbel – different needs (additional to that- noticed through the GR group) to clean up

Guided Reading groups GR Plus group

-What changed from one level to the next- most important to focus them in on

Piece of text How to find a book that has that feature

Present: Scott, Kerri, Misti, Jackie, Heather, Kim
 * January 8, 2015**

Research Reading & Writing Unit

-videos with small groups -traveling with writing/reading materials working well -Bend II materials will be rereading of articles and additional topics - will use suggested Bend II text sets if they need them

-Writing: position statement with 3 valid reasons why they think If not coming up with 3 reasons- not valid reason

Note taking -Boxes and bullets / know-wonder/ -Flash draft form of letter format distributed to Mr. Wolf

Researching specific topics All chocolate milk and one other topic now.

Discovery Hour: Kerri shared about What are you interested in? -Jigsaw interests -something they want to learn how to do

Chocolate milk in shared reading

Read alouds: Historical fiction books and other good read alouds Number the Stars (mid Feb) to start the unit (comparison with Rose Blanch) with time period

Interactive Read Aloud front load that work Track history with same time as story

January 19th- historical fiction picture books Add time in to write about reading Every day- low stakes End of every book - flash draft of a short lit essay

Share anchor charts to have in each room- Jackie will do this! Glue in flash draft of lit essay in the notebook

Prepare to debate- main idea with evidence Week and half - preparing the debatable

Summarizing!!!!! Indicators 3 & 4 bulk of the lesson

STEM conference: Schedule coming next week note-taking while they are there (big ideas) Bring science notebooks A few kids will take pictures

Present: Misti, Kerri, Kim, Heather
 * February 8, 2016**

Historical Fiction Unit - same Non-Fiction Feature Article "Writing Feature Articles With Intermediate Students" by Denis Morgan article Test Prep

Guided Reading Video resource from Margaret

Present: Misti, Kerri, Kim, Heather
 * February 24, 2015**

March calendar PARCC assessment - shared reading

16 days left to teach the unit Google docs reading plans -Setting with picture books -Tackling Complex Sets Grades 3-5 Historical Fiction in Book Clubs January Sparrow/Rose Blanche/Number the Stars Reading plans to collaborate

Present: Misti, Kerri, Kim, Heather, Jackie Backward planning for Reading Timeline- track the events of a character using a timeline Tracking history on the timeline side by side Relate those events to history Close reading packet with those prompts
 * March 2, 2016**

Present: Misti, Kerri, Kim, Heather
 * March 30, 2016**

Unit unpacking Scientific writing Literary essays this week with historical fiction summarize- theme - organizer (Gugino) t-chart - patterns and themes unknown vocabulary (gist- use what you know) Referenced Tony Stead multiple choice strategies

Brain break ideas - what can you do


 * April 7, 2016**

Testable Questions -researchable vs testable

Class project -pictures? -observations? -modeling what is going to happen in advance!?

Share hamster piece

Present: Kim, Kerri, Jackie, Misti, Heather
 * April 29, 2016**

Fantasy Unit Thief of Always possible mentor or Lightening Thief


 * May 6, 2016**

Present: Misti, Kerri, Scott

Start reading fantasy books. Begin KIC posters. Must start to edit and revise KIC journal articles.

Present: Heather, Kerri, Misti, Kim Student data analysis
 * May 20, 2016**