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.
Monday, December 6, 2010
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.
9/27/10
We all are present and we always discuss Visual Phonics the first 20 minutes of our PLC as we took a class this summer, together, and are using this strategy within our classrooms to provide children with a "bridge" between letter sounds and how our mouth is formed. The cards also provide a symbol to use during writing, if helpful for your grade level.
We discussed our assignments from our previous meeting and we were to upload the Visual Phonics CD onto our personal PC's; which we are doing right now.
Our plan is still to post the symbols from Visual Phonics for the vowel we are using, consecutively, above our word wall letter. All other first grade curriculum sounds (i.e. er, ur, or, ar). Every two weeks we will post one or two as applies.
We got our assignments from or Professor for data collection for visual phonics. We were given a list to choose from and we are to send him a list of what we plan to assess. We discussed what would benefit us the most to teach from and what would cause least friction when assessing the children again on their skills. Tara is going to print off her version of the vowels (for alike formatting) for all of us to use.
Mr. Schupbach (PE) and Laura Clausen/Sara Schmitt were given these Visual Phonics sounds and symbols to include within those academic rooms to carry over. Mrs. Graham in Title 1 is also doing this. Art and IMC we felt would not use this enough to show them the information.
Next topic:
Our starting point was to generate the literacy standards from MISIC (as told by Lisa) to MAP our curriculum. To align curriculum mapping into our classrooms, we are currently working on phonics and reading strategies as we felt we needed to bulk up our assessments and instruction. We especially needed intervention methods for children testing low on those skills with our current assessment system. We discussed our current PO request for a leveled reader intervention system that Karol viewed when she traveled to Chicago. We are awaiting the SIT team to approve the system and talked about all the benefits this system would bring to our classrooms. We no longer have teacher's aides that we utilized in previous years, to pull low kids out to intervene. We need to find a new system that would benefit our current reading instruction of using whole group and using guided reading groups so we can teach the intervention along with current instruction already being used.
Our PLC will focus on Visual Phonics for the first 20 min (approx) and then we will start planning our reading strategies mini lessons that will focus on aligning curr. mgr. with classroom instruction; which was ultimately our main overall focus for Literacy Ladies!
Next duties: Look at MAP, DIBELS, and any other in classroom assessments to align interventions.
Duties: Sue Recorder
Karol: Facilitator
Tara: Timekeeper
Jamie: Supporter
We discussed our assignments from our previous meeting and we were to upload the Visual Phonics CD onto our personal PC's; which we are doing right now.
Our plan is still to post the symbols from Visual Phonics for the vowel we are using, consecutively, above our word wall letter. All other first grade curriculum sounds (i.e. er, ur, or, ar). Every two weeks we will post one or two as applies.
We got our assignments from or Professor for data collection for visual phonics. We were given a list to choose from and we are to send him a list of what we plan to assess. We discussed what would benefit us the most to teach from and what would cause least friction when assessing the children again on their skills. Tara is going to print off her version of the vowels (for alike formatting) for all of us to use.
Mr. Schupbach (PE) and Laura Clausen/Sara Schmitt were given these Visual Phonics sounds and symbols to include within those academic rooms to carry over. Mrs. Graham in Title 1 is also doing this. Art and IMC we felt would not use this enough to show them the information.
Next topic:
Our starting point was to generate the literacy standards from MISIC (as told by Lisa) to MAP our curriculum. To align curriculum mapping into our classrooms, we are currently working on phonics and reading strategies as we felt we needed to bulk up our assessments and instruction. We especially needed intervention methods for children testing low on those skills with our current assessment system. We discussed our current PO request for a leveled reader intervention system that Karol viewed when she traveled to Chicago. We are awaiting the SIT team to approve the system and talked about all the benefits this system would bring to our classrooms. We no longer have teacher's aides that we utilized in previous years, to pull low kids out to intervene. We need to find a new system that would benefit our current reading instruction of using whole group and using guided reading groups so we can teach the intervention along with current instruction already being used.
Our PLC will focus on Visual Phonics for the first 20 min (approx) and then we will start planning our reading strategies mini lessons that will focus on aligning curr. mgr. with classroom instruction; which was ultimately our main overall focus for Literacy Ladies!
Next duties: Look at MAP, DIBELS, and any other in classroom assessments to align interventions.
Duties: Sue Recorder
Karol: Facilitator
Tara: Timekeeper
Jamie: Supporter
Thursday, September 23, 2010
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