Grade+5+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 11, 2013__**
Present: Holly, Kim, Misti, Jackie, Morgan, Scott

===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?
Many assessment completed. Finishing up and entering things into NorthStar. For kid below in their HFW- Focus on the level that you will use for instruction. (i.e. 300-400 wordlist, if student are behind). Launch WTW go over routines and procedures (don't assume anything)

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.

Coaching
Grade levels should choose for the following menu of possible cycle topics: •Student Talk During IRA •Shared Reading •Reading Workshop Mini-Lessons •Small Group Reading •Writing About Reading
 * •Student-Based Instruction**- 5th grade has chosen this topic of study.

Personal Narrative
__**Rubrics**__- Opinion Writing- Narrative Writing- Informational Writing-

Looked at 5th grade narrative rubric from Lucy Calkin's and writing learning progression. Morgan passed out Chp. 2 from Writing Pathways- The First Step On Demand Performance Assessment. Teacher should review this chapter to understand the rationale behind the baseline and ongoing writing assessments. Briefly practiced process looking at one narrative writing piece. Teachers should use the legal size writing progression rubric to score writing and see where their students fall out. Consider overall class results for mini-lesson. Do the same for informational and opinion writing piece. We will compare baseline to other writing piece after units of study.

**__October 2, 2013__**
Present: Holly, Kim, Misti, Jackie, Scott

Off cycle- Misti- teacher request- shared reading; next week Kim will get support in word study Will be on cycle in November
 * Coaching Update**

Kim- has been introducing new components, student know the procedures- were familiar with the routines; strategy lesson for some students that might not have all the routines (i.e. having a back up book); Misti- slower start to this year due to the assessment up front. Students familiar with the workshop model Holly- Dealing with behavior issue- practicing and applying habits- getting routines in place. Habit of MInd- Listen with Empathy and Understanding- Student need lots of practice listening and responding.
 * Reader's Workshop**

__Trends/Focus Needs__ Structure Development Conventions
 * Writers Workshop**- Looking More Closely at the Personal Narrative Baseline Task
 * weak beginning and endings
 * weak idea development- lacking details, no feeling-
 * Proper punctuations periods and question marks; spelling known HFW; Paragraphs- topic sentence and supporting details

Gather ideas and short writes- writing stamina right now- pen to paper is about 10 minutes. Goal- get students to write more during the workshop period.
 * Holly's idea- Could have student do 10 minutes of short writing in the beginning of the workshop- then do the mini-lesson and do more short writing at the end.
 * Select short write to craft more developed narratives (October unit of study). Teach kids writing process-( see Lucy Calkin Writing Process Learning Progression for K-5)


 * Reminders**-
 * Use shared reading and interactive reading aloud to prepare for Novembers units of study.
 * Use shared reading to model "deep reading" and processing of short text similar to what students will need to do on the NYS Assessment

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**


 * Olmstead- Tremell Houston, Sofia Miller, Aiden Sosa
 * Gugino- Larissa Battagila, Madelyn Maggione, Jason Ratinski
 * Long- Cordell Hopkins, Samson Kassey, Emilea Pfalzer

=**October 28, 2013 3-4 PM**= Present: Jackie Mahoney, Kim Gugino, Holly Olmstead, and Misty Long

Today's focus is on the November-December writing unit of study (Researching and Presenting Reports).


 * We looked at the calendar to determine how many days of instruction we will have for the unit and lined it up to the planning template.
 * Holly drew our attention to the Resources portion of the curricular calendar for Writing Workshop. We looked into the resource "What a Writer Needs" by Ralph Fletcher. Key Ideas: Writers of non-fiction write about something that interests them, and something about which they have something to say. The next resource discussed was "Genre Study" (Fountas and Pinnell) - Key idea - Non-fiction has many different structures. Students have to plan what features will fit into their piece.

__Collection Days of the Unit__: We need to be collecting facts. One idea is to pretend we are a historian, or a zoologist, an astronaut, etc. We are collecting ideas to prepare for research/writing. "Live your life as a..." "Facts I know about..."

Brainstormed ideas for collections as a group: places, environment, building, animals, technology, vehicles (modes of transportation), people...

__Choosing Lessons__: We think they will be similar to the Narrative choosing lessons

__Developing Lessons__: This is where we will need to present the different structures of non-fiction to the students (Chapter 10 in genre study). The students need to be aware of the different structures and choose one that works for them. The three that we see to be the most effective are Categorical, Sequence, and Problem/Solution. Beyond that, in Chapter 11, it discusses how students need all the text features on non-fiction in their writing (headings, pictures, captions, labels, etc.)


 * As part of the developing lessons, students will need to conduct research to grow their ideas about the topic that they have chosen. We discussed where the resources will come from once students choose their topics. We discussed using extra library time, lap top carts, and locating books in the library and in our classrooms as resources for our students.

Mentor Texts: discussed possible texts to use for read-aloud during this unit of study that would support the structures or our reading and writing of non-fiction. Some possibilities: Saving Audie Owen and Mzee Nobody Owns the Sky Fly High Tsunami

Also, Jackie mentioned "Unlikely Friendships" as a resource for short texts that could be used for shared reading or read-aloud.

**__October 31, 2013__**
Present: Holly, Kim, Misti, and Scott

Launching the Coaching Cycle- Student-based Instruction Teachers completed a pre-cycle reflection

__Resources__- //Interventions That Work//- Dorn Lots of different ways to collect information on kids.

//Teaching Reading in Small Groups//- Jennifer Serravallo Other organizer to collect data (pp 212-215)

Calendar- Review cycle calendar and coaching days Research/ Analyze Data- Teach- Reflect- 8:55- 9:45 am during the analysis phase- Amanda will cover the classrooms- make sub plans.

Goal of the Cycle Work- to build strategic, independent readers through differentiated instruction. The focus in on analysis of data and planning- less focus on teaching; 5- step process Holly- shared some conferring notes she __collected__ in Misti's classroom (coaching role- went in and observed student behavior during a lesson period). Look at notes and consider other data- define needs
 * Know- you kids are reading (where are they at?)
 * Needs- What needs to they have (prioritize)- Look at need of other students- any common needs
 * Teaching- create group/lesson need based- whole group, small group - guided reading or strategy group, or individual conferring
 * Check- turn it over to child- be clear what the goal is; how might the child check their work.

**__February 7, 2014__**
Present: Holly, Kim, Misti, and Scott Team Collaboration Sharing-
 * Science: Study Skills- Looked at strategy to review science vocabulary. Holly shared a organizer to practice words. Concentration game.
 * Reading Unit of Study: Historical Fiction- From Lucy Calkins- Tackling Complex Text- Use yourself as a model- make timelines. Do kids know the historic part enough to fill the timeline in with accurate information. Character timeline more accurate. Team members shared were they are in the unit.
 * End of Unit Assessment for Historical Fiction- Looking at a sample from Willow Ridge
 * Organization-Maintaining student records- Using NorthStar, etc. Include the pre-writing scores with the unit indicators by grade level range- Use the writing progression
 * Writing-Writing through the critical lens or categories (group, power, taking things for granted, fairness/justice, etc...); resource for the writer's notebook. Analyze what the issue was in a given text to respond to. Use the categories- create information to support either side of the argument.

__**May 12,** 2014__

Present: Holly, Kim, Misti and Scott Team Collaboration

Reading Unit - Research in Social Studies Share of information - Holly shared student work to show how students are addressing the bullet of the unit where students need to organize information when they research and share their strategies. Students are using a matrix where questions are posed, and they keep track of 3 resources for each question (students have to track information for bias and compare resources) It was discussed that the kids need a visible way to track their work. Students are also taking notes via boxes and bullets in their readers' notebooks as well.

Writing - Scott wanted to compare work of students during the testing unit. We discussed that students took packets home, so we don't have samples available for comparison. We need to keep these next year.

Science -
 * Independence - students are expected to complete work independently regularly - labs and notebooks provide independence
 * Key questions - are the kids walking away with an understanding of the big ideas?
 * Kids need scaffolding to successfully answer key questions without just regurgitating information given by the teacher
 * To do inquiry well, should there be background knowledge built first?
 * Questions need meat - What is a farm? vs. Should we have farms? Maybe we need to make sure that there is more front loading for students before they enter the lab.
 * Holly noted that the best science unit that she taught was one that she incorporated more reading and writing to reinforce the concepts.
 * What is the role of the classroom teachers in the lab when Cheryl is teaching? - We discussed that it is a teach/assist model where we scaffold students while Cheryl does the teaching to the whole group.
 * When students take the tests at the end of the unit, where do we think the kids are falling apart?