Beginning,+High+Beginning,+and+Literacy+(Reading)+PLC+Meeting+8-27-09+and+8-28-09


 * Goals of the meeting:**
 * Divide The Edge among our Beginning, High Beginning, and Literacy courses.
 * What do we have available?
 * Textbook
 * Grammar and Writing Practice
 * Interactive Practice book
 * Grammar Transparencies
 * Reading Transparencies
 * Vocabulary
 * Unit Tests (Grammar and Literature), Cluster Tests
 * Fluency Models
 * Who is doing what?
 * ~ ELD ||~ Literacy/Reading ||
 * Student Textbook || Interactive Practice Book ||
 * Grammar Transparencies || Grammar and Writing Practice book ||
 * Reading Transparencies ||  ||
 * Vocabulary || Vocabulary ||
 * || Reading Fluency Passages ||
 * Unit and Cluster Tests,Literary Analysis, Vocabulary, Grammar and Writing || Re-teaching (see hbedge.net), Student self analysis of test performances ||
 * Reflect and Assess (End of Unit pages in The Edge) || Integrate Language Arts (End of Unit pages in The Edge) ||
 * Narrative Formative Assessment (Writing using sensory details and figurative language) || Narrative Formative Assessment (Reading/Identifying sensory details and figurative language) ||


 * Each subteam develops a chart outlining the following for quarter one:
 * Learning Outcomes
 * Assessment
 * Supports/Scaffolds to benefit student learning
 * Input (this comes from our first goal, dividing The Edge)

Why The Edge lends itself to being split at the lower levels:
 * Components of The Edge:

High Beginning

(Learning Outcomes) ||~ A (Assessments) ||~ S (Supports) ||~ I (Input) ||
 * ~ Sequence ||~ L
 * || What do we want our students to be able to do or understand? || How do we know the students achieved the learning outcome? || What strategies/best practices will we use to help our students achieve the learning outcome? || Through what curriculum (cite when possible) will we deliver our instruction to reach this goal? ||
 * 1 || SWBAT analyze elements of short stories. || Cluster and Unit tests. || Create plot diagrams, timelines, character charts, T-Charts. || Interactive Practice Book, post unit Edge pages. ||
 * 2 || Use the reading strategy: Plan and Monitor. || Think, pair, share. Oral reports. || Create sequence charts, find context clues, make and confirm predictions, make cause and effect charts. || Cluster readings and Interactive Practice Book support pages. ||
 * 3 || Identify and apply subject and predicates and subject-verb agreement. || Grammar practice pages and Unit test. || Reinforcing grammar rules in support class. || Grammar and Writing Practice Book, Grammar Lab, Transparencies. ||
 * 4 || Learn and apply new vocabulary. || Cluster and Unit test. Vocabulary speaking review (reflect and assess). || Review activities, flash cards, online translation/dictionaries. || Cluster readings, Interactive Practice Book. ||
 * 5 || SWBAT write a narrative using sensory details, chronological order, and other literary elements, and be able to identify these elements. || Formative and summative assessments. || Monitor progress weekly with student reflections. || Sample narratives. Modeled writing process. Teach adjectives and sensory words. ||
 * 6 ||  ||   ||   ||   ||
 * 7 ||  ||   ||   ||   ||
 * 8 ||  ||   ||   ||   ||
 * 9 ||  ||   ||   ||   ||
 * 10 ||  ||   ||   ||   ||
 * 11 ||  ||   ||   ||   ||
 * 12 ||  ||   ||   ||   ||

Beginning

(Learning Outcomes) ||~ A (Assessments) ||~ S (Supports) ||~ I (Input) ||
 * ~ L
 * What do we want our students to be able to do or understand? || How do we know the students achieved the learning outcome? || What strategies/best practices will we use to help our students achieve the learning outcome? || Through what curriculum (cite when possible) will we deliver our instruction to reach this goal? ||
 * Read/produce all English phonemes and work toward building fluency || Diagnosis assessment from The Edge

Formative Assessment activity--assess students' ability to read/produce English phonemes over time

Reading out loud || Teachers show students how to keep track of phoneme learning progress (perhaps a phoneme chart)

Teacher led fluency models

Group and Individual practice

Routine Practice

After school tutorial || Inside Phonics

Beginning ELD pages

Explicit instruction by T

Online Resources: [|REVLOC] ||
 * Understand key vocabulary || Unit and Cluster Tests

Quizlets || Quizlets/flash cards

Graphic organizers

Daily Use (Warm Up Activites)

Group activities/games Reteaching Units (Edge) || Vocabulary pages in The Edge and the IPB ||
 * Recognize simple affixes, word parts, word categories, and parts of speech || Unit and Cluster Tests

Quizlets || Graphic Organizers

Word wall/ word sorts quizlet || The Edge textbook and IPB

Online resource ||
 * Learn to use the reading strategy: Visualize || Demonstrate reading comprehension using the reading strategy on the Cluster and Unit Edge Test

Students are able to produce simple sentence responses to reading comprehension questions (as in a think, pair, share) || Explicitly teach the strategy, Visualize

Teacher modeling

Guided practice

Group and individual interaction with texts (think, pair, share) || How to Visualize pages in The Edge textbook and the Interactive Practice Book ||
 * Produce complete sentences in writing and speaking || Ask and Answer Questions

Narrative Formative Assessment || Teacher Guided Discussion

Practice Test w/Formative Assessment || Narrative Formative Assessment Unit

The Edge Text and IPB ||
 * SWBAT recognize sequence in reading and produce sequence in writing || Narrative Formative Assessment

Unit and Cluster Tests (Edge) || Teacher Guided Practice

Teacher/Student modeling

Group and Individual Practice

Reviewing NFA || The Edge Textbook, IPB, and NFA Unit ||
 * SWBAT use the verbs //be, do, have// || Unit Tests

Informal Teacher Assessment || Teacher Guided Practice

Group and Individual Practice

Explicit Instruction

Reviewing Informal Assessment Reteaching Edge Units || Grammar Transparencies

G&W PB (Grammar and Writing Practice Book)

Online resources ||
 * SWBAT use subject pronouns || Unit and Cluster Tests

Informal Teacher Assessment || Teacher Guided Practice

Group and Individual Practice Reteaching Edge Units Daily Use (Warm Ups) || Grammar Transparencies

G&W PB

Online Resources Student examples (Errors) ||
 * SWBAT identify and use basic punctuation (i.e. end punctuation and apostrophes in contractions) || Unit Tests

Narrative Formation Assessment Informal Teacher Assessment || Daily Use (Routines)

Group and Individual Practice

Reteaching Edge Unit || Grammar Transparencies

G&W PB

Edge Textbook ||