March+5,+2012

media type="custom" key="10428220" Meeting location: room 103

Meeting begins: 8:00am media type="custom" key="10428226" PLC Members take turns recording and posting (see below) the minutes from today's meeting: media type="custom" key="10428230" Collaboration Meeting Agenda:
 * Bethe || Cadwell || Devine || Egipto || Gross || Jacoub || McGlenn || Sagapolutele || Harris || Patton ||

// Announcements/Review // 1. Volunteer to take minutes? 2. Reminder to read your section of chapter 4 by collaboration 3/19 3. Last weeks roll out of teacher observations measures //Discussion// 4. Expository Check-in
 * begin observing students in different areas (reading, writing, speaking, listening)
 * //Benchmark dates have moved to March 20th and 21st to account for 10th grade CAHSEE//
 * Remember to post weekly averages (ELD and Literacy support) and continue to update the Google doc
 * How is the writing process going?
 * Are there any strategies you are using to teach parts of the various paragraphs?
 * Differentiation of scaffolds at the various levels?
 * Scoring? Are we satisfied with the rubric?

= Minutes: = Notes from today's meeting

-Discussed the Expository Unit and how we are templating the essay. Anthony is giving minimal templating. -We compaired last years scores to this years scores. -We discussed how to number the prompt so that students don't forget to write any part of the prompt. -Worked on the rubric correcting issues in the Content, Organization & Focus, and Language Convensions sections. All changes are for next years rubric. Michelle (not present) -
 * 1) As I read the formative essays, I type 3-5 sentences from student essays that need help with grammar and/or content. I then project them on the board for students to copy as is. Students then work with a partner on one sentence at a time, then I draw names to help correct together. They make the corrections in their notebook. They like seeing their own sentences up to be corrected ;) I am doing this instead of tallying editing marks.
 * 2) For the re-writes, I have them work in a groups to re-write the previous week's formative, but stop every 5 minutes or so to pull a group's essay to read on the elmo and score a portion on the rubric- I seem to get a lot of "ohhhh, I get it" from using the rubric to talk about small pieces or sections. Sometimes we do not get through rewriting a whole essay, just the intro, topic sentence of body, examples, or bias...I pick a few areas to focus on, but show them how it would rank on the rubric and how to move it up.