May+3,+2010

Collaboration Meeting Agenda: Pick a name at random to write the minutes: [|random_name_selector_collaboration.ppt]

1. ELL Research Page
 * One more week to complete.

2. ABC Rate Q3
 * [|ABC Rates T2 09-10 ELD.pdf]

3. Peer Observations
 * Review procedures.

4. How do you lead your students through an EDGE Cluster? (ELD Teachers)
 * Please give a brief overview.
 * What strategies/best practices have you found to be most effective for ensuring that students learn the vocabulary and the reading strategies?

=Minutes:= 1. The team took a brief look at the ABC rates for last quarter. The rates are posted on this page if we would like to look at them later. 2. Peer observations. May 25th and 26th. Teach one day and observe the other. What would we like the students to do? More work that the teacher. What would we like the visitors to do at each level. If we don't take notes, how will this help? Last year we went on the wiki space and posted comments. Anthony and Eric would like for the observers to use the observational tool and leave it with him when we leave. They will have the copies ready for you. High Beginning: Michelle would like an informal process of notes or no notes. You can leave it in her box or hand it to her. Maxine and Sophia: Notes or the observational tool will be fine. Sophia: Notes or the observational tool will be fine Jenn:Come on in and bring your observational tool and she doesn't care if you leave it. Anthony suggests that you should leave it on the desk. Tara: See Jenn's answer above. Vickie would like an informal process of notes that you give to her at the end Sophia, Matt, Erika : Notes or the observational tool will be fine Krystal: ? Scott: Notes at the end. Leave them with Scott. 3. How are we using the Edge? We need to get t he tests on edusoft.
 * Beginning:**
 * Intermediate:**
 * Advanced:**
 * Support:**
 * Beginning:** Unit 4. Start with vocabulary foldables and definition maps. Go through the reading strategy and provide a graphic organizer. Read through a page and stop and the peer tutor will help translate. Get into the reading and bring google videos in for support. Read through it a few times and students read again in groups and try to answer the comprehension questions. At the end, they complete the "reflect and assess." some at home and some in class. The questions provide sentence starters for the students. The students also complete the "Write about Literature" section and the "Grammar" section at the end.
 * High Beginning:** Unit 4: At the beginning we start with the Essential question. Start with new vocabulary and we rely on the support teaches to handle the bulk of the vocabulary.Go over the reading strategy using Cornell notes. Scan for vocabulary to create a translation list and use the list during reading. Students read one paragraph and stop and write a summary sentence for each paragraph and answer questions in the margins using sticky notes. We just started to add easier English synonyms to the scan for vocabulary to check for understanding. After reading, the student work on the analyze section in class. Sometimes the items in the reflect and assess section will become reading. The key vocabulary review is always a speaking assignment where they listen o each other read and give feedback. We provide review notes before the cluster test.
 * Intermediate:**Unit 4
 * Advanced:** Unit 6