November+9,+2009

=Collaboration Meeting Agenda:=

Pick a name at random to write the minutes: [|random_name_selector_collaboration.ppt] [|so called random name selector.ppt]

1. ELD Quarter 1 Reflection  2. Scope and Sequence
 * Please respond when you can. I have heard from about half of the team so far. I will respond to each reflection.
 * Please let me know if you would like me to send out the original e-mail again.
 * Group alignment on grammar sequences
 * Choose grammar that aligns with the writing program (ie: adjectives for narratives)

3. Brain Research
 * **Two of the points from the Literacy Training to think about:**
 * The more the learner struggles, the sooner they need to have active sensory input. They must personally act upon what you are asking them to learn.
 * What does this mean for our daily lessons?
 * In order to learn, students need a processing break every 7 to 12 minutes. (TV programmers understand this, we need to also)


 * What does this mean for our daily lessons?

=Minutes:= 1. Anthony reminded the team to send their quarter 1 reflections. Once all of the team has responded, we can talk about the issues that are most common. 2. Grammar: Quarter 2, the focus should be on writing complete sentences. To do this, we need to review parts of speech and explain how English is different than their native speaker. For expository, use transition words. At all levels, the students will write an essay. We looked at the expository rubric and decided to focus on commas and periods. We decided to teach students how to connect sentences using conjunctions. For the persuasive, give them something to read that they will respond to. Maybe, they could do the reading in the reading class and write a response in their ELD class. The group wondered if this will help them on the CAHSEE. The students could still practice with the reading and then take the test without the article? We might need to change our prompts. We looked at the standards to see what the students need to do. The group felt that we shouldn't discuss anything "persuasive" until quarter 3. We could look at the example essays from last year. When are we going to get started? We should spend some collaboration meetings grading some essays so that we are not waiting until the end and talking about how we all taught it differently. Anthony asked about having 4: 2 before the break and 2 after the break. Next week we will grade some examples from last year. We discussed giving students participation points: credit/no credit. We will still grade it so the students will still keep track of their progress. As teachers, we will still enter our scores and track our progress. 3. We didn't have time to discuss the Brain Research.