*Comprehension Connection book- discussed what we are teaching out of it and how other grades are using it as well. Next year we are wanting to start using metacognition earlier in the year and the rest of the book. Using this book we have been pleased with the affects so far.
*Guided Reading: We really want to attempt to divide our students into reading groups next year. If we had our schedules early enough in the summer we would be able to decide when we all could have guided reading. We our now discussing maybe just combining for our higher flyers and lower students so that we had more then one or two students in a group at a time. We'd like to really consider these options and decide which is the best way to go.
Also, discussed Daily 5 and Cafe. We are wanting to decide the best way to integrate this into our classrooms as well. Sue and Tara will be taking the class this summer, Karol and Jamie have already done so.
*Phonics: We will continue to use Visual Phonics. We know that they are using them in Kindergarten and hopefully next year will then be a review.
We feel as though we've had a great year and accomplished a lot with excellent discussions!
Monday, April 25, 2011
Monday, March 28, 2011
March 28
*Intervention Kit-
-Jamie wrote up all the skills for Level G with the kit. We discussed how that would be very helpful to do for all the levels and that way we can use that as a guide to help us prepare and meet needs of our students.
-Discussed making the best use of our time to do whole grade guided reading.
*Dividing the kids based on needs into three groups, then breaking them into guided reading groups within that group. We would each have these groups for a couple of months, or decide when the best time to switch would be. Something we would like to try.
-PHONICS- discussed the way we are currently teaching phonics. We teach in isolation as a whole group, however, the kids are coming in more prepared and we are wondering if should change our delivery system. The change we all agree on is to teach both sounds of the vowels at the same time (long and short)
-During this discussion we discussed wanting to ask for a second computer just for Mimio so we could use computers for mimio and still have our teacher computer free.
*Metacognition:
-We are planning to begin using the Schema and we discussed.
-Jamie wrote up all the skills for Level G with the kit. We discussed how that would be very helpful to do for all the levels and that way we can use that as a guide to help us prepare and meet needs of our students.
-Discussed making the best use of our time to do whole grade guided reading.
*Dividing the kids based on needs into three groups, then breaking them into guided reading groups within that group. We would each have these groups for a couple of months, or decide when the best time to switch would be. Something we would like to try.
-PHONICS- discussed the way we are currently teaching phonics. We teach in isolation as a whole group, however, the kids are coming in more prepared and we are wondering if should change our delivery system. The change we all agree on is to teach both sounds of the vowels at the same time (long and short)
-During this discussion we discussed wanting to ask for a second computer just for Mimio so we could use computers for mimio and still have our teacher computer free.
*Metacognition:
-We are planning to begin using the Schema and we discussed.
Monday, February 28, 2011
February 28
We're back! Finally have our BLOG working due to technical issues with the email change!
*Discuss Qwest grant and finalized the last copy. We have been working very hard to prepare this grant for Color Nooks for all four of our classrooms. This has taken lots of extra time from each of us!
*Visual Phonics: Using mostly with our struggling readers. Discussed trying to review letters a couple times a week.
*Intervention Kit: Continuing to use with our students.
*Metacognition:
-We all have introduced and used the graphic organizer and used the talking bubbles.
-We are going to review all the pieces of metacognition with our class. Using whichever method was best for each class.
-Next PLC we would like to plan our next moves with the metacognition piece.
*Discuss Qwest grant and finalized the last copy. We have been working very hard to prepare this grant for Color Nooks for all four of our classrooms. This has taken lots of extra time from each of us!
*Visual Phonics: Using mostly with our struggling readers. Discussed trying to review letters a couple times a week.
*Intervention Kit: Continuing to use with our students.
*Metacognition:
-We all have introduced and used the graphic organizer and used the talking bubbles.
-We are going to review all the pieces of metacognition with our class. Using whichever method was best for each class.
-Next PLC we would like to plan our next moves with the metacognition piece.
Monday, December 6, 2010
12.6.10
Facilitator: Tara
Timekeeper: Karol
Sue: blogger: Jamie
Discussed visual phonics and how to make it more interactive. How can we continue to use it being student lead? Right now, we feel we are catching up. We need to make it their wall by putting items below it in which they can add a word, put their name on the back and paste them up for review.
The intervention kit and how it is working within our groups: Success and problems. Some of us discovered there are 10 beginning lessons and we are discussing whether or not it would benefit our kids to start there or to accommodate and supplement where we currently are. We are definitely seeing progress and teacher progress with using it.
Talked about metacognition and how we are using it within our separate rooms and what stages we are at and pacing. We shared the metacognition lesson and resource with the staff because of its wonderful success!
Goal for next meeting: Model the graphic organizer for our groups for Metacognition.
Jobs for next meeting: Facilitator: Sue, Timekeeper: Jamie, Blogger: Tara, Karol: off. Next time we will decide who will do the jobs for continuation of this year.
Timekeeper: Karol
Sue: blogger: Jamie
Discussed visual phonics and how to make it more interactive. How can we continue to use it being student lead? Right now, we feel we are catching up. We need to make it their wall by putting items below it in which they can add a word, put their name on the back and paste them up for review.
The intervention kit and how it is working within our groups: Success and problems. Some of us discovered there are 10 beginning lessons and we are discussing whether or not it would benefit our kids to start there or to accommodate and supplement where we currently are. We are definitely seeing progress and teacher progress with using it.
Talked about metacognition and how we are using it within our separate rooms and what stages we are at and pacing. We shared the metacognition lesson and resource with the staff because of its wonderful success!
Goal for next meeting: Model the graphic organizer for our groups for Metacognition.
Jobs for next meeting: Facilitator: Sue, Timekeeper: Jamie, Blogger: Tara, Karol: off. Next time we will decide who will do the jobs for continuation of this year.
Monday, November 22, 2010
11.23.10
All present: Facilitator: Tara Liston, Time Keeper: Karol Ackerman Blogger: Sue Graham
Visual Phonics: Karol and Jamie have begun a sound wall and shared how they developed it and how they are using it in instruction. Tara is making plans to implement this in her classroom. Will continue to implement visual phonics and keep learning. We are integrating Visual Phonics with the new Intervention Kit.
Intervention Kit: Discussed how we are using the intervention kit with our lowest achieving readers. Seeing positive affects from the extra interventions these students are receiving. Discussed how to manage these specific students (group size, reading levels, etc.)
Discussed Title 1 students and made plans to regroup them according to intervention needs.
Reading Strategies:
Metacognition - Discussed the "mixed/tossed salad" strategy from the book, "Comprehension Connections." Next step is to model the new graphic organizer from the book. The thought bubble has been made, but we're not to that step yet. In the future, Sue will share Write to Learn strategies that can be used in the 1st grade classroom.
We feel that we are moving forward in comprehension instruction in the 1st grade classroom. We do realize we have a lot of new learning that we plan to implement, and we will make sure to learn and implement at a manageable pace.
Will keep same jobs for next time.
Visual Phonics: Karol and Jamie have begun a sound wall and shared how they developed it and how they are using it in instruction. Tara is making plans to implement this in her classroom. Will continue to implement visual phonics and keep learning. We are integrating Visual Phonics with the new Intervention Kit.
Intervention Kit: Discussed how we are using the intervention kit with our lowest achieving readers. Seeing positive affects from the extra interventions these students are receiving. Discussed how to manage these specific students (group size, reading levels, etc.)
Discussed Title 1 students and made plans to regroup them according to intervention needs.
Reading Strategies:
Metacognition - Discussed the "mixed/tossed salad" strategy from the book, "Comprehension Connections." Next step is to model the new graphic organizer from the book. The thought bubble has been made, but we're not to that step yet. In the future, Sue will share Write to Learn strategies that can be used in the 1st grade classroom.
We feel that we are moving forward in comprehension instruction in the 1st grade classroom. We do realize we have a lot of new learning that we plan to implement, and we will make sure to learn and implement at a manageable pace.
Will keep same jobs for next time.
Monday, November 8, 2010
11.8.10
All present. Facilitator: Karol, Sue: timekeeper, Jamie:blogger
* Visual Phonics, we all have downloaded the CD of fonts and options to type symbols. We all have the materials to create a sound wall and are working to do that. We complete the class. We are going to put VP into plans and review VP first 5 min of PLC.
*Intervention kit came and is organized for use. Now, we plan on using this with low grouped guided reading kids and it is being used with those groups - started last week. Started with the introduction #1- 1 lesson averages 3 days and it is very structured and is very helpful for getting materials ready. We will find out how we can utilize the supplies with Title 1 also. Take another 5 minutes to discuss this at the start of our next PLC.
*We discussed the children who qualify for interventions and who we should begin problem solving on.
*Reading Strategies: 2 articles and how we can apply metacognition into strategy learning for first graders. We are going to start the CAFE idea by teaching metacognition first - 10 minutes - whole group - T-F and tweak and change as necessary. We will start making supplies to get this going.
* Visual Phonics, we all have downloaded the CD of fonts and options to type symbols. We all have the materials to create a sound wall and are working to do that. We complete the class. We are going to put VP into plans and review VP first 5 min of PLC.
*Intervention kit came and is organized for use. Now, we plan on using this with low grouped guided reading kids and it is being used with those groups - started last week. Started with the introduction #1- 1 lesson averages 3 days and it is very structured and is very helpful for getting materials ready. We will find out how we can utilize the supplies with Title 1 also. Take another 5 minutes to discuss this at the start of our next PLC.
*We discussed the children who qualify for interventions and who we should begin problem solving on.
*Reading Strategies: 2 articles and how we can apply metacognition into strategy learning for first graders. We are going to start the CAFE idea by teaching metacognition first - 10 minutes - whole group - T-F and tweak and change as necessary. We will start making supplies to get this going.
Monday, September 27, 2010
Answer questions
1. Goal, answered in above blog
2. Plan is in our above blog
3. Contribution is on individual basis and recorded on above blog.
4. All: I will get more alignment between assessments taken within my classroom along with teaching of reading. We won't just "put in" the strategies, they will now become mini lessons taught whole group and we will also formally assess. In the long run, this will improve my teaching and improve student outcome.
2. Plan is in our above blog
3. Contribution is on individual basis and recorded on above blog.
4. All: I will get more alignment between assessments taken within my classroom along with teaching of reading. We won't just "put in" the strategies, they will now become mini lessons taught whole group and we will also formally assess. In the long run, this will improve my teaching and improve student outcome.
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