Kindergarten+Team+Notes+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 16, 2013__**
Present: Scott, Mary, Darcy, and Joann Absent- Cindy

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 Literacy Assessments
Kindergarten- Will have Amanda support teachers (Mary already discussed this with Morgan)- Deadline- September 30th

**Comprehensive Assessment System (CAS) and AIS**
Passed out expectations and calendar for submitting data into Northstar. Scott will meet with each teachers in October once assessment are complete.

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.

Began to write SLO's. Many team members had trouble logging in. Scott will lend support as needed at a later date.

__**September Math Exploration!**__

The kindergarten classes began a new math program called **__Investigations__.** We became shape detectives as we explored sorting attribute block by color, size and shape. We then created designs using the same attributes. More sorting continued as we sorted friends by using different attributes.

__October 1, 2013__
Present: Frank, Scott, Mary, Darcy, and Joann Math Meeting notes-

**__October 18, 2013__**
Present: Scott, Mary, Joann, Cindy, Darcy

October Unit of Study: Thinking, Wondering and Talking About Books
 * Reading Workshop**

Create a list and library Not able to confer about the emergent books- lack resources (have created some similar books)
 * Emergent Reading-** Transitions away November

__Oral Storytelling__**-** Mary- break down has come that they can tell the story but need to be taught how to draw the picture. Need more mini-lesson on drawing the picture; confusion
 * Writer's Workshop**
 * Talking, Drawing, Writing**

__Drawing__ Sketch book has a different purpose then the drawing/writing book in the Horn & Giacobbe resource- Taking the common experience (Joann shared example- math experience) students then went into their sketchbook to draw about the experience. Second day- labeling (revising) the picture and label. Concern- students not drawing their own story but rather the shared experience. Could this be creating some confusion.

October- Mid November Unit of Study- Labeling The World Around Us and Creating Pattern Books Students are reading pattern books to support unit.
 * Writers Workshop**-

What are we seeing now since the baseline assessment? Students doing more labeling- using the pathways to write the letters; beginning to write words; beginning to understand there is a word wall that can be used for support; Lots of collecting of picture- getting ready to revise, add label and some with prompting adding words. (Cindy) Some kids wanting to make books- following the model from another student. Team member show evidence of student writing from Sept to present.

__Writing Expectations-__ Shared end of year K- example from Lucy Calkin's resource; this is the minimal K- expectations. The team voice some concerns about the writing progress or rubric. This can be discussed at future meetings

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. Rao- XinYo Chen, Katrina Conerly, Jagger Nelder Biersback- Peter Bae, Kellie Osagie, Marshawn Washington McMahon- Brianna Domon, Katelyn Tinney, Akih Fountain
 * Action Research- Evidence of Learning- Tracking Student Growth in Writing**

__October 21, 2013__
Present: Frank, Scott, Mary, Cindy and Darcy Math Planning

K team will be getting the complete Investigations resource. Team has permission to supplement with enVisions as needed based on the needs of your class and alignment to the NYS CCLS. Question: Will the Investigations program match up to the post assessment that will be given at the end of the year (this is a enVisions assessment). Look at both program as you plan but use Investigation as the sequence of lesson- remember it is about the math, not the program. You can use enVisions content/ tools to support lessons.
 * Misc Math Information- Questions, Comments and Concerns**

Teachers just beginning Unit 2. Planning Unit 1.2 "Grab and Count". Team read and reviewed TG. Frank introduced **common planning template**- and worked with team to identify goal, big ideas and math practices.
 * Lesson Planning**

Unit 2- Change- "Think and teach 10-Frame- not totals to 12. Introduce 10-Frame before Roll and Record game


 * October 25, 2013**

The K Club meet at the new gathering space to discuss and celebrate learning about **SCHEMA!** The students shared their own schema of what they knew a lot about and illustrated their topics and developed class charts. In addition, it was nice to see how the children's topic began to make connections that were similar other schema topics. As we gathered together, the children listened and spoke to share their ideas. It was so much fun to have a large space to join together.

**__Tuesday, November 26, 2013__** K Lab - Meghan, Amy and Lindsey We completed a mini-unit with body vocabulary and the concepts of open and close. We used the poem "Open and Close" as a mentor text from the Words Their Way book. On Monday, we traced the bodies of 2 students and labeled the body parts, using initial sounds. Tuesday morning, we reviewed the parts of the body words as well as the initial sounds for each. Then, the whole group participated in a SmartBoard activity! We topped the short week off with the fun song, "Head, Shoulders, Knees and Toes," which is almost impossible for a pregnant woman to do! :D

**__Thursday, December 5, 2013__**
Math Planning- Frank, Mary, Cindy, Scott

Looking at the Common Core Guide supplement- These are supplements to the Investigations kit (are loose) and can be pushed into each units teacher guide. The CCSS unit guide overview supplement include adaptations (this is highlighted on the table ). New lesson are also highlighted. Added CCSS lessons would not be in the regular teacher guide. They are in the CCSS supplement book. They are also available online- teacher should look at the green online access pack.

Lesson Planning- **Using Measurement Towers to Compare** (2.1) What question will reveal the big idea of math? Goal leads to student evidence of learning (understanding). Make sure to pick the work strategically so we can see their thinking

Kdg teachers met with Morgan to launch their upcoming coaching cycle. The discussion centered around the following agenda items:
** Kindergarten Coaching Cycle Launching Meeting Agenda ** Monday, December 2, 2013 8:40-9:15


 * __ Getting Started __**** : **
 * What progress have you seen in Storytelling since you’ve started?
 * What progress have you seen in Sketching since you’ve started?
 * Why did you select this as your focus of study? (Complete Pre-Cycle Reflection Sheet)

> + 1 visit to each teammate’s room > +Note: I can arrange for Amanda to continue covering your rooms if you’re interested in opening up your rooms while you’re teaching)
 * __ Structure of the Cycle __**** : **
 * 1 visit to your Storytelling & Sketching session (debrief session after)
 * 2 consecutive visits where I’ll facilitate Stortelling & Sketching in your classroom (planning session before)
 * 2 consecutive visits where we’ll determine the structure (co-teach or you teach) (planning session before)


 * __ Getting Ready __** :
 * Demonstration Sketchbook for the teacher
 * A sketchbook for each student
 * Consider a method and routine for “tabbing/marking” the next page to be sketched
 * A procedure for date stamping each day


 * __ What to Model/Teach __** :
 * December & January Reading Units of Study… look at Indicators… which thinking/reading skills/strategies come up that we can encourage the use of during Storytelling?
 * December & January Writing Units of Study… look at Indicators… which skills/craft moves can we demonstrate during Sketching so they aren’t new when introduced in the Writing Unit?


 * __ Content of Sessions __** :
 * Be on the lookout for anything unusual, special, emerging, unexpected, exciting, or troubling—no matter how insignificant—to use as the basis for storytelling.
 * Consider suggesting that kids be on the lookout for possible stories the class could tell during storytelling.

Some of our language goals for this activity include:

 * Learning size concepts: small, medium and large
 * Using descriptive words to tell how things feel (soft, fluffy, hot, cold) and colors
 * Using initial sounds to label our snowman parts
 * Using full sentences when speaking
 * Finding patterns

All this work goes along with __We Can Make a Snowman__ book.

__December 13, 2013__
Present: Morgan, Scott, Cindy, Joann, Lindsey and Darcy

__Pre A- Reading__
 * Lessons- reviewed component and content of alphabet folder- folder should contain the sheets on one side that are letters not known and known letters on the other side. Clearly mark folder. Not necessary to have magnetic letters in the alphabet folder once they can id, and write the letters in their name. No need to put the linking chart in this folder.
 * Tutor Support- Amanda and Darcy- teacher should work out schedule
 * When are lessons (15-20 mins.) occuring?
 * Making time for Pre-A and guided reading. **Goal- 4 out of 5 day each week**- Work with Morgan make sure there is sufficient time for small group instruction. It mean getting more efficient and focused in our instruction in the other component areas. (see revised sample schedule)- [[file:McMahon Schedule REVISED.pdf]]
 * Word Study- latitude to use both WTW and F&P phonics to support word study
 * Need time for explicit instruction in word study; there is not necessarily a need to do sorts daily. Focus word study not just spelling

__Oral Storytelling and Sketching__
 * Ideal 10 mins for storytelling, 10 mins. for sketching
 * Taking lot of time (up to 30 minutes)
 * Turn and talk first before retelling story with the whole group; It is okay to pass; students might still need support to share their part (coach them then they retell)
 * Cut the kids off after 8-10 minutes. Also, making time in the day for sketching- in the morning when they come into the classroom given a menu
 * Do you need a sketching lesson everyday? No, based on the needs of student and the story
 * What's the purpose of modeling the sketching.
 * Ask Tracy to help teach kid how to sketch- how to draw certain figures. As you draw identify shapes in the sketch.

__February 10, 2014__
Present: Morgan, Scott, Cindy, and Joann

Reflection/ discussing the recent opinion unit of study-
 * kids having trouble persuading the reader in their writing- explaining why?
 * because kids were giving an opinion of a literary piece rather that a personal experience, it may have been easier for them to write about something they knew more about.
 * we need to begin to expose students to writing about reading; also they should also be collectively learning about something (common experience) they can write about.

Next unit- Small Moments Reviewed calendar Looked at the on-demand prompt- "Today we are going to write your best small moment story. Make sure this is a story of a time in your life."
 * Immersion Lesson- Help students make the switch from opinion writing to small moments. Start with oral storytelling and/or pull on some small moment story from previous writing experiences.

Mentor text for the unit (read during interactive read aloud first)- to help with writing the beginning. Small moment stories that might be good mentor text (try to chose text closer to the reading level of students so students could mirror their writing after the text more easily): Salt Hands, It's a Firefly Nights, Joshua's Night Whispers, Shortcuts, Hello Ocean, Night Shift Daddy, The Paperboy, Kitchen Dance, Big Kick, Hot Dogs

= Kindergarten Lab = = Friday, February 14, 2014 = ===The K Lab friends have been working on rhyming! We have been reading nursery rhymes and we have the students predict what the word will be by using word families and the initial sounds. (getting your mouth ready strategy)===



===Reading A-Z has wonderful books of nursery rhymes which can be projected on the SmartBoard or on a screen. During shared reading, we can highlight HFW in text, highlight beginning sounds, frame first letter/last letter and remind students what we do when we see a period. It is a fantastic tool!===

**__March 7, 2014__**
Present: Scott, Mary, Morgan and Joann Absent- Cindy

Kindergarten Launch- Writing Workshop Coaching Cycle (March 10- April 25) Information
 * Current stage of writing- collecting
 * Teaching- how to start their stories
 * As we launch the cycle, Morgan will observe to see what students are they producing and how are they working.
 * Shared a community writing weekly planning sheet (developed by Leann H.)
 * Shared eDoc- for writing informational text (April unit of study)

Cycle will not be focusing on community writing during cycle work- focus writing workshop mini-lesson primary focus; secondary focus- small group instruction in response to student needs.

Teachers completed the pre- cycle reflection and indicated a more personal focused area of study Joann expressed her concerned about a small group of writers that need constant prompting and assistance (will not write unless they are next to the teacher- "hand holding")

Coaching Folder Shared- resources from- __The Art of Teaching Writing__ by Lucy Calkins; __What You Know By Heart__ by Katie Wood Ray (from our own perspective as a writer); __Celebrating Writers__ by Ayers and Overman Lesson and unit template- also in Google Drive

Schedule- Will plan the day of the lesson and teach

What would you like to see MORE of in your students as a result of your coaching collaboration? If so, consider the teaching moves to support this.
 * **independence**- getting started, following/ use the process, using resources
 * peer support/ writing partners
 * self-reflection (revising and editing)

**__March 21, 2014__**
Present: Scott, Mary, Morgan, Joann and Cindy

On-demand end of unit prompt could be used as the on-demand task for the 3rd quarter. Depending on the genre, the post of one unit become the pre of the next.

__Anchor Charts__ Application: Looked at the non-fiction unit: What types of our charts would we need
 * How can we plan for charting to support process and content?
 * Look over resource from __Smarter Charts__ (Martinelli & Mraz)
 * Big ideas of charting- builds independence and agency; created with children so they have a sense of ownership; more meaningful, "gives life in the classroom." active participation.
 * Types of Charts defined (qualities of these charts) in the "Field Guide to Literacy Charts"
 * It's okay to use icon and pictures for a variety of charts. Keep it simple

Any new __routines__ or process that need to be charted- if the routine has not be charted (but discussed and shared)- create the chart (for non-fiction add- plan on your finger, take that many piece papers)

Strategies
 * I can think of a topic all by myself- I can write about.... (people I know, places I go, things I do, things I know about)- students jot things they know and put them on the cart.
 * Elaboration- describe what it looks like, its parts; add descriptive words; name its properties/ attribute- color, texture, weight, size, shape; make your sentence longer, use connecting words.

Genre chart for non-fiction- sample piece of writing- label (has fact, detail, picture that support the topic)

**__April 29, 2014__**
Present: Scott, Mary, Morgan, Joann, Cindy, Darcy

__Upcoming Collaboration Dates__:

 * May 5: reflect on K Lab & Unit Planning for Opinion Unit (if time allows)
 * May 14: Continue Unit Planning for Opinion Unit

__Look Through Student Writing__:

 * Ask: What should ALL kindergarten writers be doing? (There should be a SMALL minority of kids who aren't on level.)
 * Standard 1-3: 3 different types of writing
 * Standard 4 & 5: With guidance and support means using the WS structure and conferring to provide this support. Keep in mind that On-Demand writing may not meet this expectation, yet the better our instruction gets and the more we learn about kdg writers, the more we see kids meeting these expectations independently.
 * Standard 6: Unit of Study counts as
 * Standard 7: Mostly takes place during NF units
 * Standard 8: Celebrations, What do kids transfer to choice time?, Art seems missing- when can we imbed this/find time for this/use this to replace something we are doing?, Use the January Unit as a place to expose kids to a lot of this! Consider how kids can experience these things across the day, not as a separate entities.

__Review Writing__:

 * Post Narrative Task... put some papers out. Sort into below, average, above standard. Consider: What are we noticing among this group of pieces? Is this expectation appropriate for the middle or end of the year?

**__May 6, 2014__**
Present: Scott, Mary, Morgan, Joann, Cindy, Luz, Amy, Lindsey, Sal Meeting Focus: K-Lab

__Why K-Lab__?
 * AIS for kids- low language/academic skills
 * Do the intervention now, now later... send them to 1st grade with a stronger foundation
 * Eliminate pull-outs at other times of the day

__Positive Noticings__:

 * Kids are using better expressive language- more complex sentences
 * Students asking questions
 * Able to generalize concepts to other stations/places within the Lab
 * Small Group instruction was used to support at-risk kids
 * Mix of kids- good models in the group
 * Safer environment for quieter kids- small group
 * Flexible grouping... moved in and out as needed
 * Typically work across three centers tied together
 * Expectation that kids had to do the work/talk
 * Kids stayed motivated to keep talking once the teachers switched things up
 * Very targeted instruction
 * Fast pace with lots of turns
 * Accountability was high- teachers went back to kids
 * Lab teachers working together enhanced each others' understanding
 * Planning together ensured the same concept was reinforced at all 3 stations
 * Sometimes teachers were able to recommend teaching points
 * AM Program time to plan
 * Forced teachers to think how different teaching points could be threaded through reading and writing, not just conversation
 * Ability to differentiate for each chunk of kids at each station.

__Considerations for Next Year__:
 * Teachers visit the lab periodically throughout the year.
 * Have K Teachers as part of the planning discussion on possibly a monthly basis to hear conversation about observations, and reasoning behind instructional practices
 * Need a plan for kids to independently work/integrate into the instruction if they are off-schedule
 * Consider schedule- ensure everyone is on the exact same schedule so when kids come and go they aren't confused
 * Can K-Lab work as a push-in? Could the support be allocated on a rotating basis.
 * How can we implement some of Olivia's techniques consistently into each classroom? Make K-Lab experience extend to all students.
 * Transfer of HFWs from one place to another seemed difficult.
 * Can shared reading be done as a whole group w/i the classroom- inconsistent instruction of CAP concepts
 * Going back to shared reading texts is difficult in reading workshop because not all kids had the same shared book.
 * TEACHING FOR TRANSFER is key... flexible thinking/language...
 * Balancing general language with articulation and grammar needs was tricky.
 * How can we create flexibility in the model to target kids who are lagging behind when the whole group instruction isn't meeting their needs.