Quote:
“Outside of a dog, a
book is a man’s best friend. Inside of a
dog, it’s too dark to read.”
-Groucho
Marx
Weekly
Blast!
Monday,
November 12th Book
Fair @ Library
Tuesday,
November 13th Book Fair @ Library
8:00AM Comprehension Toolkit Class
8:00AM-4:00PM Admin Mtg – Jenny Brown
Wednesday,
November 14th Book
Fair Last Day @ Library
Staff Development - Topic: ePortfolios
Digger’s Family
Thanksgiving Feast.
4:15PM Comprehension
Toolkit Class
Thursday,
November 15th
8:00AM Staff Meeting
Topic: Understanding
CITE evaluation
Friday,
November 16th
Saturday,
November 17th Happy
Birthday Nicole Coppinger!
Reminders/
Announcements/Opportunities
• If you haven’t completed the online survey
for the 2013-2014 calendar please do so
asap. The thought is to offer all
families the opportunity to be on the same
calendar from elementary through high
school. The split modified calendar also allows
a full week
during Thanksgiving when many students are already absent.
•
Comprehension Toolkit Class
Week 3 – Wednesday, November 28th
at 4:15 pm or Thursday, November 29th at 8:00
Week 4 – Tuesday, December 4th
at 8:00 am or Wednesday, December 5th at 4:15 pm
•
Social dues are due by Nov. 20th. You may post- date your check.
Go
For the GOLD!
• Thank you Gail and Carolyn for all
of your hard work organizing the Book Fair.
We
appreciate all you do!
•
Have anyone you want to recognize?
Please let Libby know.
Golden
Nuggets
Lounge Duty: Conrad/Dalcerri
Friday Treats: Fifth and Childcare
Morning Announcements &
Recycling: Jones
Morning Supervision: Schulte, Hoff, Murray-Close, Simpson, Fleet,
Kramer
Reflections From Tuesday
What challenged your thinking?
• The
difference between skills and strategies.
•
Thinking strategically – Moving thinking to knowledge
•
Getting deeper with 1sr graders.
•
Making thinking more visible.
•
What’s knowing vs. information.
• How
to assess thinking.
•
Activities to think about how strategies support learning content.
•
Craft language to bring about the best learning.
• The
information into knowledge piece and the word agency.
•
Using more literature for emotional learning.
•
Merge thinking
•
Assessment vs. Evaluation
•
Incorporating all of this into 30 min. sessions.
•
Inquiry groups and getting kids in depth with this.
• 70%
of the day should be spent in small groups.
• How
to incorporate the knowledge given to the class and to have them actively use
that knowledge.
• How
to incorporate more literature into therapy.
•
Moving away from so much whole group instruction to small group agency.
• We
are born thinking, but we need to learn how to strategically think.
• More
explicit modeling. Skills are not
teachable. Strategies are deliberate.
• How
to use my groups.
•
Thinking about how learning is a consequence of thinking. Transferring/merging content to acquire
knowledge.
• How
to make the most out of my time.
Overlapping more and more with content and reading.
• We
shouldn’t grade a student until we have done all we can do as a teacher and
given them plenty of opportunity to practice.
• How
to incorporate the sticky notes with fiction and how to assess this.
• The
different levels of questioning. Moving
my kids along the continuum.
• The
amount of non-fiction kids should be reading.
What will you try in your class?
•
Questioning to show if kids have “acquired knowledge.”
•
Helping students a connection that is “important to them” vs. “important
to the text.”
•
Model distracting connections.
•
Sticky notes on charts.
•
Creating meaningful lessons where students respond to text in a
thoughtful manner that demonstrates their thinking.
•
Collaboration chart.
• Inquiry
circles.
•
Continue to share proficient sticky notes - demonstrate how to move sticky to written
response.
• More
actual teaching of structures for collaboration.
• Explicitly teaching behavior and collaboration more.
• Using more advanced vocab for younger kids
when appropriate.
•
Inquiry circles
• Try
using the continuum with kids, make it kid friendly.
• More
modeling and practice of annotating text.
•
Using post-it notes on the carpet to track thinking.
•
Anchor charting more and go slow to go fast.
• The
collaboration rule chart.
•
Setting up collaboration norms.
• Not
so skill focused when possible.
• Less
“worksheets” and more “thinking sheets.”
•
Student led inquiry circles.
• Show
more visible thinking.
•
Model the inner voice.
• More
non-fiction annotation and more non-fiction materials for students to
access. Explicitly showing collaborative
learning.
•
Scaffolding my lessons more. I
expect them to do more than they are capable.
• More
effective, authentic assessment.
• More
student/student talk, text complexity, focus more on the inner conversation.
•
Holding kids more accountable for their independent reading using sticky
notes.
What
questions do you still have?
•
Explore more with resources she mentioned.
• The
best (most meaningful) way to grade thinking.
• What
does this look like in a literacy block?
• Are
backwards plans prompting useful conversations?
• How
can I meet district initiatives and still do things I know are great teaching?
• How
to fit it all in time-wise?
• How
to use this in what I do? Maybe
self-reflection in what I do.
• How
to give time and cover content. How to
manage all the post-its.
• How
to incorporate more STR.
• How
to incorporate Kagan into this.
• What
do these strategies look like for emerging readers?
• What
should happen if the person chooses not to follow the collaboration rule chart?
• How
do you do this with SPED?
• How
to explain assessment/evaluation to parents.
How does it translate to report cards?
• How
can I set up my classroom time to better implement this learning?
• More
examples of authentic assessment and evaluation.
•
Being explicit with language.
Modeling – public, visible, and audible
• How
to do this in my small group, when I still feel like I am trying to get
them to read (decode).
• More
on evaluation. How will this look to parents.
• How
to teach my third graders to annotate effectively.
• How
to incorporate in 30 min. special education lesson?
How to make it authentic while supporting SSN kids language and
thinking?
• Move
conversation about getting kids to actively use knowledge