Kindergarten+Collaboration+2015-16

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November 3, 2015
Present: Tracey, Mary, Cindy

We created a unit plan for the November/December reading workshop indicators. We created a formative assessment. This assessment will guide our instruction on student understanding of character and setting. We also selected mentor text to showcase the teaching point We created a unit plan for the November/December reading workshop indicators.

November 19, 2015
Present: Tracey, Mary, Cindy, Scott

Discussed topics for collaborative study Narrowed topic to promoting phonemic awareness in shared reading and community (interactive writing) Will try out the PA assessment given to teacher at the recent unit unpacking session.
 * Have data gathered by 12/10/15- identify strengths and needs for most, some or one
 * Look at new PA screening and compare it to STAR Early Reading

Next Meeting 12/2- Unpacking Reading/ Writing Unit Meet with Scott- 12/10 to look at data and create the framework for collaboration study around shared reading and interactive writing.

January 4, 2016
Present: Tracey, Mary, Cindy, Scott

Phonemic Awareness Probes- discussion Not sure if the assessment reveal students that were struggling Strengths-
 * Kids that had SH pre-k had many of the PA structures
 * Kid that scored the farthest are the most ready to read

AIS/ CAS kids had the most difficulty
 * listening/ rhyming/ alliteration

Cindy broke kids into word study groups to address needs

Need to make sure we teach skills integrated with meaningful language and text.

**January 11, 2016**
Present: Tracey, Cindy, Mary Lesson objective: Students will be able to hear if two words with the same beginning sound are the same word or different words

Using pictures from the book Shoo! by Joy Cowley students will hear two words said by Mary and then see the words written on the white board by CIndy. They will then decide by if the words are the same or different by showing thumbs up/ down. This will be repeated on 4 pages of the book. Cindy and Tracey will support the student's thinking and note student behaviors and accuracy.

During the second part of the lesson the children will stand up and move to the agree/ disagree part of the rug after hearing the two words.

Focus students: Hind, Cashmeir, Savanah, Simone, Dre'Niyah

We will debrief after the lesson at approximately 12:40

January 13, 2016
Lesson debrief: The children were engaged in the thumbs up thumbs down understanding check activity. Most students were strong with listening and comparing, some needed to hear it and see it to compare and two children were still unsure with auditory and visual. The word examples were well scaffolded and the timing of the first activity was perfect for Kindergarten. The second part of the activity where they chose a side was very engaging

Next steps move to rhyming during whole group instruction and continuing listing for same/ different words during small group instruction

January 19, 2016
Present: Tracey, Cindy, Mary, Scott

Discuss lesson from 1/13- Most valuable part of the experience- seeing other kids in other classroom, process monitoring- outside view; Having time to plan the activity together. Benefited finding time to meet as a team. Anything you might do differently- nothing; lesson well paced Rhyming the next step- kids need to have the concept of word Other team experience- Tracey suggested small group- oral storytelling- drawing; select kid who are still touching and telling their story. Select 8 kids from combined classes. Will schedule small group during language block the week of 1/25- Story will be about the Dunk Team- Arrange coverage with ENL teacher and debrief on their plan.