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.
Monday, September 27, 2010
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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