Week of 8/24/15 - First Cluster Meeting
An introduction
RUBRIC - CLICK HERE
Strategies: Talking Chips and Consensus Tables
File: *You must have a McCormick email address to view**
Click Here
Week of 8/31/15 - STANDARDS AND OBJECTIVES
The First Indicator of the TAP Rubric - Standards and Objectives
-Make sure standards are posted in the classroom
-Exit Tickets to check student mastery
Click Here for file
Week of 9/7/15 - MOTIVATING STUDENTS
Motivating Students indicator on the TAP Rubric
Motivating Students Behaviorally and Academically
Cluster powerpoint - Click Here **You have to have a McCormick email address to see this file
Resources for teachers:
*Daily Five (from Mrs. Hill)
Morning Meeting:
* Example
Chart of Ideas in Cluster Room:
Week of 9/14/15: LESSON STRUCTURE AND PACING
Lesson Structure and Pacing indicator on the TAP Rubric
Cluster PowerPoint: Click Here
Gradual Release Model (I do, We do, You do)
Cluster PowerPoint: Click Here
Gradual Release Model (I do, We do, You do)
Examples of roles and responsibilities HERE
The Teaching Channel VIDEO EXAMPLE
Research Article: Dr. Fisher
Research Article: Fisher and Frey
Lesson Plan Templates:
Week of 9/21/15: PRESENTING INSTRUCTIONAL CONTENT
Presenting Instructional Content indicator on the TAP Rubric
Cluster PowerPoint: Click Here
Hmmmm.... what went wrong?
BIG BANG THEORY Bad teacher, bad student:
After our discussion (and dance!) on Presenting Instructional Content, how would you score Mr. Voss?
Here comes the Boom Mr. Voss Restoring Cells:
Other Helpful Resources:
Prezi on Presenting Instructional Content:
Research on PIC:
INVOLVE YOUR VISUAL LEARNERS WITH DIGITAL IMAGES!
http://theconnectedclassroom.wikispaces.com/Digital_Images
Rosenshine:
The most effective teachers ensured that students
efficiently acquired, rehearsed, and connected knowledge. Many went on to
hands-on activities, but always after, not before, the basic material was
learned.
From http://www.aft.org/sites/default/files/periodicals/Rosenshine.pdf
Label your Learning! Like we did "learning" the Tootsie Roll
Label your Learning! Like we did "learning" the Tootsie Roll
Don't forget to watch a video of your Mentor teachers in action presenting instructional content and answer the questions on the back of your Cluster Meeting Record to bring back next week!
Mrs. Johnson
Mrs. Bibbs
Ms. Cieri
A copy of what was discussed can be found here. The part that says "From Cluster" is what you put on the sticky notes.
See more on this Slideshow:
http://www.slideshare.net/bensucot/cooperative-learning-structures
Grades K-2: Your PowerPoint from Mrs. Larsen: Click Here
Perpetual Learning (Teaching Content in the 21st Century):
3-5 Clusters with Mrs. Watson: Your PowerPoint is here
K-2 Clusters with Mrs. Larsen: Your PowerPoint is here
Analytical Thinking: Compare and Contrast what is happening, analyze deeper
Grades 3-5, Your Cluster PowerPoint from Mrs. Watson is
here
Grades K-2, Your Cluster PowerPoint from Mrs. Larsen is
here
Go to your itunes store: MacBook Apps for Education:
An interesting Read:
http://www.bio-nica.info/biblioteca/VanGoundy2005101ActivitiesTeaching.pdf
Let's teach kids to PROBLEM SOLVE!
Drawing Conclusions Pinterest Board:
Justify Solutions:
Mrs. Johnson
Mrs. Bibbs
Ms. Cieri
Video Reflection
1. What
transitions did you see take place during the lesson? How did students respond?
__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
2. What was the
teacher modeling? What did it look like
and sound like?
__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
3. How did the
teacher engage her students?
__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
4. After viewing the video, what will this look
like in your classroom?
__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Week of 9/28/15: TEACHER KNOWLEDGE OF STUDENTS/SLO'S
Teacher Knowledge of Students on the TAP Rubric
REMEMBER:
Use what you know about your students (Part I of your SLO) and break down your MAP report to decide how many points YOU think each student will be able to grow. This is your bring back for the week of 10/5/15.
Mrs. Larsen and Mrs. Watson are here to help you with this if you need it!!
REMEMBER:
Use what you know about your students (Part I of your SLO) and break down your MAP report to decide how many points YOU think each student will be able to grow. This is your bring back for the week of 10/5/15.
Mrs. Larsen and Mrs. Watson are here to help you with this if you need it!!
Week of 10/5/15: FINISHING SLO'S
Everyone should either be finished or almost finished with their SLO's. If you are not and you still need assistance, please feel free to contact Mrs. Watson or myself. Thank you for all your hard work! We are very impressed with how you are taking your new learning from grouping your students on your SLO's into your classrooms!
You have helped us take our education of students from this:
To This:
Week of 10/12/15: Activities and Materials
Activities and Materials on the TAP Rubric
Thank you for bearing with us while we integrated the Activities and Materials indicator of the TAP rubric with Literacy Element Number 5 from Read to Succeed: Literate Environment.
Even though the activity was challenging, I think that it was helpful to be able to connect what we are already doing (TAP) to what we need to accomplish for Read to Succeed (Literacy Competencies). I have placed some pictures of our gallery walk below. You will be receiving a print out of this competency in Cluster this week.
Remember: If you want to use music in your gallery walk (and our internet is working!), you may want to use Pandora and type in "KIDS BOP" so the lyrics are "safe" ;)
Thank you for bearing with us while we integrated the Activities and Materials indicator of the TAP rubric with Literacy Element Number 5 from Read to Succeed: Literate Environment.
Even though the activity was challenging, I think that it was helpful to be able to connect what we are already doing (TAP) to what we need to accomplish for Read to Succeed (Literacy Competencies). I have placed some pictures of our gallery walk below. You will be receiving a print out of this competency in Cluster this week.
Remember: If you want to use music in your gallery walk (and our internet is working!), you may want to use Pandora and type in "KIDS BOP" so the lyrics are "safe" ;)
A copy of what was discussed can be found here. The part that says "From Cluster" is what you put on the sticky notes.
10/22/15: Questioning
Questioning on the TAP Rubric
GRADES 3-5: WITH MRS. WATSON
You worked on questioning students with a gallery walk. Your Cluster powerpoint can be found here.
The video you watched on a gallery walk can be found here
GRADES K-2: WITH MRS. LARSEN
You worked on making questions for a read aloud you will complete with students the following week.
Your Cluster powerpoint can be found here.
Right There, Think and Search, and On My Own Questions:
Remember to START WITH THE GREEN (right there) and do quite a few of them with the students first. Then move on to the Red and Yellow Questions.
GRADES 3-5: WITH MRS. WATSON
You worked on questioning students with a gallery walk. Your Cluster powerpoint can be found here.
The video you watched on a gallery walk can be found here
GRADES K-2: WITH MRS. LARSEN
You worked on making questions for a read aloud you will complete with students the following week.
Your Cluster powerpoint can be found here.
Right There, Think and Search, and On My Own Questions:
Remember to START WITH THE GREEN (right there) and do quite a few of them with the students first. Then move on to the Red and Yellow Questions.
Something you could give to parents at conferences this week ;)
10/26/15: **None: Parent Conferences**
Many of you are nervous because we are starting Observations. Please calm down. I know - easier said than done and I need to practice what I preach, but seriously, calm down. :)
Do what you would normally do. We don't want you to "change" anything for us to come in. That defeats the purpose of the TAP system.
This is what will happen:
1- 24 hours before your lesson: You will have a pre-conference with your observers discussing your lesson plan and what will be seen in your classroom.
2- Your observers will stay from the beginning of your lesson to the end, scripting what you say and do (so you will hear lots of typing and/or writing)
3 - You will fill out a self-evaluation of your lesson for how you think the lesson went according the the TAP rubric. This needs to be turned in no later than 24 hours after your lesson.
4- 24 to 48 hours after you turn in your self-evaluation: You will have a post-conference with your observers about your lesson and will receive your "scores" for your lesson.
To help you feel better about what is going to happen, here are some videos from the TAP website (you need your username and password sent to you by the TAP portal to get in)
Pre-Conference Video and the lesson:
Here is a different lesson that also has a post-conference and her scores for the lesson, but no pre-conference:
Score/Evidence of lesson: file:///Users/larsens/Downloads/Language%20Arts%20--%2029c.%20First%20Grade%20(Identifying%20the%20Problem%20and%20Solution)%20Lesson%20Evaluation.pdf
Post Conference: https://www.tapsystem.org/training/library/videos/lessons/3024
11/4/15: Academic Feedback
Academic Feedback on the TAP Rubric
**All Clusters were a little "off topic", but it was a needed drift from the normal to discuss Pre and Post Conferences.
Here is the lesson we were completing in its entirety. If you have questions, please let us know!
GRADES 3-5: WITH MRS. WATSON
You worked on scenarios in the classroom and how to give academic feedback for those scenarios. Your Cluster powerpoint can be found here.
The video you watched on "fist to five" can be found here
GRADES K-2: WITH MRS. LARSEN
You worked on using academic feedback from your students to create their next read aloud questions.
Your Cluster powerpoint can be found here
Your example video on what feedback is NOT can be found here: :)
Your Cluster Meeting Record can be found here (has the "Searching for Treasures" strategy):
For more information, check out this week's Reading Newsletter
For more information, check out this week's Reading Newsletter
Remember, this is what we are aiming for:
11/11/15: Grouping
Grouping on the TAP Rubric
Grades 3-5: Your PowerPoint from Mrs. Watson: Click Here
Sage and Scribe explanation on YouTube:
https://www.youtube.com/watch?v=UgEfMYE_cigSee more on this Slideshow:
http://www.slideshare.net/bensucot/cooperative-learning-structures
Grades K-2: Your PowerPoint from Mrs. Larsen: Click Here
Article: "I Got Grouped" By Cris Tovani:
Extension/Summary of Article,
I Got Grouped:
Random Grouping:
Mingle & Count:
How did she set this up?
What are the rules?
What did she do before she
told them to move?
What was the process of
Mingling?
How was she able to make
learning higher level?
How was she able to increase her teacher
knowledge of students?
Various types
Sitting in Quads:
Think Time and Cooperative
Learning:
Learning Channel Video on Strategic Grouping (upper grades):
Learning Channel 1-3-6
Protocol:
POWERFUL Grade Level
Planning:
CLOSE Reading in
Kindergarten:
11/19/15: Content Implementation
Content Implementation (Teacher Content Knowledge) on the TAP Rubric
Grades 3-5: Your PowerPoint from Mrs. Watson: Click Here
Grades K-2: Your PowerPoint from Mrs. Larsen: Click Here
Grades 3-5: Your PowerPoint from Mrs. Watson: Click Here
Grades K-2: Your PowerPoint from Mrs. Larsen: Click Here
Designing Multidisciplinary Integrated Curriculum Units:
Perpetual Learning (Teaching Content in the 21st Century):
Pinterest Board: Check out "There's a Map on My Lap" Dr. Seuss
How it relates to the Literacy Competencies for Read 2 Succeed (Standard 1: Foundational Knowledge)
The Cognitive Model of Reading
First layer (top) - skills related to print-based skills, such as phonemic awareness, print awareness, decoding knowledge, sight word knowledge, and fluency in context.
When all works well, this leads to automatic word recognition, which is necessary but not sufficient for reading achievement.
The middle layer includes parallel development of (content) knowledges, such as vocabulary development, grammatical knowledge, background (or domain) knowledge and knowledge of the way different texts/discourses are structured.
These skills allow one to “take part in the conversation.” The final (bottom) layer includes the strategic reading knowledge that a learner develops through practice.
Over time, readers become adept at summarizing, extracting main ideas, interpreting, challenging perspectives and more. In short, core skills, plentiful practice/experience, and rich knowledge contribute to successful reading achievement.
- McKenna, M. C., & Stahl, K. A. D. (2009). Assessment for reading instruction (ebook) (2nd ed.). New York: Guilford Press.
12/2/15: Analytical and Practical Thinking
Thinking on the TAP Rubric
Analytical Thinking: Compare and Contrast what is happening, analyze deeper
Practical Thinking: How am I going to apply this to my real life?
Being analytical does not kill the "creativity" that K-2 teachers love to incorporate. You can analyze with "mind maps"
"HOTS" Questions:
Before you say your kids can't analytically think, take a look at what they are already doing:
Teaching critical thinking with graphic novels:
Remember, Graphic Novels can be these (and we have these in our building!):
An example of how it could be used:
Strategy we used in cluster for Analytical Thinking (From Jennifer Serravallo's Reading Strategies Book):
First Grade Math Ideas:
Thinking with Text Features:
12/9/15: Creative and Research Based Thinking
Thinking on the TAP Rubric
here
Grades K-2, Your Cluster PowerPoint from Mrs. Larsen is
here
Fueling creativity with divergent thinking:
"TED Talk" Video: Is Education Stifling Creativity?
Have your class make a comic:
SCAMPER:
21st Century Learning:
IXL:
Project Based and 21st Century Learning:
Project Based Learning:
Project Based Learning in Kindergarten:
VIDEO FOR REFLECTION (BRING BACK):
1/6/16: Research Based Thinking: Take 2 (leading in to Problem Solving)
Developing "Wondering Questions" and Criteria for students
I wonder/I learned (strategy we are going to develop more fully when we return)
Children's Books about Wondering:
Go to your itunes store: MacBook Apps for Education:
If you would like to take the data a step further :)
What we are leading into:
1/13/16 and 1/21/16: Problem Solving
A helpful article:
https://cft.vanderbilt.edu/guides-sub-pages/problem-solving/An interesting Read:
http://www.bio-nica.info/biblioteca/VanGoundy2005101ActivitiesTeaching.pdf
Let's teach kids to PROBLEM SOLVE!
Drawing Conclusions Pinterest Board:
Justify Solutions:
I found watching several lessons helpful. It is good to see the same idea taught multiple ways.
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