First+Grade

Welcome to First Grade! __**April 13, 2011**__ Math interventions update: Stephenson and Morales: all students did well, no assessment due to it being a challenge group Sanchez: Fact family, two did not master Belkis and Peter Gonzalez: Measurement. Several did not master: Selena, William, Stephenaie F., Monica, Deisy Augustine: Skip counting, all mastered Grimes: 2 of her own students did not master because she was not there when assessment given

We will have intervention help only until Thursday, April 21

How to assess Language Arts -On May 2 -Comp. test from basil

Kaiser and Stephenson: using pictures for inferencing (picture sentences with game card) Retelling order of events: using sequence cards out of Reading Streets Important facts and detailes: graphic organizers (1 looks like hand and students provide suporting details, another is an ice cream cone, hand graphic organizer) Explaining author's purpose: Reading Street

Next PLC: -bring assessments to review -updates on

__**New Roles**__: Note Taker: Morales Timekeeper: Ms. Sanchez Facilitator: Ms.Augustine Bil. Organizer: Gonzalez Eng. Organizer: Grimes Observer: Kaiser Snacks: Stephenson

__**April 6, 2011**__ fMath interventions: Morales and Stephenson: Began with crayon logic but switched with making Skyscrapers, students are grouped together and working very well together Grimes and Gonzalez: measurement, made measurement men and have been using those to measure various objects Augustine: skip counting, identifying patterns with 2, 5, 10's, using physical activity Sanchez: ordering numbers (Alexis, Mario, Delhia are still struggling with concept), others are doing well Sanchez: Fact family, students still struggling with concept

Language Arts CBA -Overall was not happy Grimes: 2 did not pass Gonzalez: 7 did not pass Augustine: 5 did not pass Morales: 5 did not pass Stephenson: 3 did not pass Sanchez: 11 did not pass Kaiser: 4 did not pass

Questions were difficult and writing prompt

Skills to target: -inferencing writing group -English will have 2 mixed ability group with all: (inferencing, retelling, identify facts, explain author's purpose) Fiction/Non-fiction -reading intervention group 2 groups in Bilingual, 1 in English -English will have an inferencing group (basic level starting with Book 1 from Reading Street)

Next PLC -data from math interventions -ideas for strategies being taught -when to assess -how to assess - __**March 30, 2011**__ Update on LA : Only 2 days into it, English is making changes English: Ms. Kaiser: Logic Ms. Grimes: Measurement Ms. Augustine: Skip counting Ms. Sanchez: ordering numbers Ms. Seanett: reading intervention

Updates and assessments: Morales & Stephenson: Logic using Crayon logic and Marcy Cook 100 chart ; obsessment observation Gonzalez & Grimes: measurement 5-10 questions using manipulatives Augustine: skip counting: oral assessment as well as paper test, write out skip counting and fill in the blank Fact family: Ms. Kaiser has an assessment created (10 questions with 16 responses) Kaiser: Logic, will have to design a tower, use 10 sheets of paper and 6 pieces of tape and will create a tower to stand for 1 minute

Reassignment roles until 3 weeks: Gonzalez: time keeper Stephenson: process observer Augustine: Snacks Sanchez: Organizer Morales: note taker Grimes: facilitator Kaiser: organizer

Next PLC: -bring LA CBA results -Plan for LA interventions -Regroup students

Updates: Morales: Alexis who is in Matamoros' group is ready to be moved up Kaiser: has 1 student concern Grimes: has 2 student concern's, Mario is being tested, Delia has language deficiets being tested for speech, Marilyn is struggling because of Language, Isabel (ESL) will recommend testing for dyslexia at next SART meeting
 * __March 23, 2011__**

Kaiser: book report "Horrible Harry", most kids did a good job but time was a factor on completion Gonzalez: fluencies went well, two students are having some problems Morales: good results with Reader's Theatre Stephenson: book reports went well. Jung: fluency group, was not able to get the fluency report Ms. Augustine has results

Discussed CBA: Fact family Skip Counting Ordering and comparing numbers Measurement (non standard units of measure) Keeping reading intervention (2 groups)

Broke into groups to create math groups

__Objectives or next meeting__? How are we going to assess? How math interventions are working? Re-assignment next week of roles?

Vences: 5 W's, make poster Stephenson: Chapter books, she reads to students, get sthem in groups to discuss Beginning, Middle, End. Have to introduce characters. They are creating book Jung: fluencies, reading rate with 3 stories doing a cold read Augustine: making words, Reading Extravaganza. Assessment: cut letters out and make words Grimes: 9 High Frequency Words, filling the bank, dictate Aranda: reading non-fiction book, create project to tell about the non-fiction Kaiser: research author, chapter book and creating their own book researching author.
 * __March 2, 2011__**

Objects: Bring in Math CBA data for next meeting Assessment on reading next week Roles will be changed next week

English group needs to regroup, few students are not mature enough to sit through a book study, i.e. a non-fiction group. English is going to create an Expository group with reading fluency above 40, will be lead by Ms. Aranda Kaiser: has enough books "Horrible Harry's Secrets". Students will start chapter 1, first days was reviewing author, illustrator, characters. Students will read independently and then will discuss chapter Stephenson: "Listo Calixto" chapter book. Morales/Gonzalez: working on fluency. Recording students and other students are critiqueing Only two days into interventions. Grimes: High Frequency Words Kaiser: book study Augustine: Making words Jung: Fluency Ms. Burress will no longer be doing interventions replacement will start tomorrow. Morales and Gonzalez: Fluency Vences: Comprehension (Basil) - 5 W's Stephenson: Book Study (more comprehension strategies) Sanchez and Matamoros: Calle de lectura Be thinking about assessments, on March 9-10, interventions will run thorugh March 11
 * __February 23, 2011__**

The 9th we will discuss Math CBA results for regrouping for after Spring Break

Goal: Discuss assessments,planning for interventions discuss materials needed.

Kaiser: Time keeper Morales: Notetaker Facilitator: Stephenson Bilingual organizer: Gonzalez English organizer: Augustine Vences: snacks Back up snack person: Jung Observer: Grimes
 * __PLC Roles__**:

English and Spanish classes split to discuss TPRI and Tejas Lee Results and to group students We assigned groups Kaiser: book study Inclusion: Burress Fluency: Juong High Frequency/making sentences: Grimes and Aranda Make words: Augustine
 * __February 16, 2011__**

Chapter books: Stephenson Fluency (reader's theatre): Gonzalez Comprehension: Morales Fluency/comp: Vences

Language Arts from 2/21 to 3/11 Assessment 3/4

March 9 will regroup and discuss math cba data Present: Augustine, Morales, Juong, Vences and Gonzalez At GT training: Stephenson, Grimes and Kaiser All TPRI and Tejas Lee testing complete
 * __February 9, 2011__**

Skills to be taught starting week of February 14th - February 25th (tentative) Bilingual: Fluencies: Gonzalez, Stephenson and Morales Sentence structure: Vences Inclusion group: Matamoros and Sanchez

English: Book study: Kaiser Fluency: Augustine and Grimes Pending: Jung and Aranda Inclusion: Burres

February 23rd we will discuss update on interventions and math mini assessment data

Resources: chapter books in Spanish for book study groups. Possibly looking into Captain Underpants. Bookroom has chapter books but vocabulary is very difficult. Ms. Cruz suggested to look into Reading Street for 2nd grade

Guided reading levels: posted on board Mrs. Mustin reviewed them is pleased with overall, students on "A" and "B" level have been addressed. Morales: "B" students are all RTI'd Vences: "C" Johnny Gill is currently being submitted for RTI, Elvin has RTI"d for LA but does well on all else, all are in small groups 3 times a day Stephenson: has 1 student o "A" level, close to "B" level (Sayra), has 1 student (Belkis) "C" student which began as a AA, 1 "C" is regressing since returning from Christmas (Cesia) Gonzalez: Jonathan ("B") is currently RTI, Zahir (C) is lacking study habits at home Kaiser: Alexis (C) she tries hard but struggles on getting work accurate, has upper grade students helping her, also RTI'd Grimes: 4 kids on "B" also RTI"d, 1 has been accepted on district SART, others also RTI'd, 1 came out of bilingual and still adapting to English class, Isabel has been on Tier 2 since Kinder, she knows letters and sounds, can decode but unable to put together, fluency has her on listening, she read story and had student go back and read story again after hearing Ms. Grimes she is able to read 27 words, she is a high frequency learner not a phonics learner. Ms. Grimes has not noticed any signs of dislexia but concerned with learning ability. Suggestions: a lot of auditory reinforcement. Jose has not progressed (C), he reads 1 letter and looks for approval. Augustine: no A, B or C guided reading levels
 * __February 2, 2011__**

TPRI data: Augustine: 5 students on listening Grimes suggested taking story 3 and making copy and having them read it. Grimes: 5 students on listening Kaiser: 1 student is on listening, she is on "D" close to "E" at 39 wpm, has a lot of medical issues and has missed a lot of school. Came in at level "A", reading "E" level book was able to do it and fluency is well. Gonzalez: 2 frustrational are RTI'd Stephenson: 3 frustrated out, Cecia and 2 are on "A" or "B" level Vences: 1 frustrated out Morales: will report next week

Skills: -fluency -students struggling are separating syllables (segmenting and blending) -blending -comprehension (can work on re-telling or questioning, inferencing) -how to challenge above level students, possible -making words

Need to narrow skills down: Stephenson: Book study group (G/H/I + ) Matamoros / Sanchez: continue Calle de Lectura for A/B students Vences suggested that for C/D group (working on fluency),

Broke off English/Spanish groups Update on interventions: groups are different, had to revamp a few groups to either simplify or to expand Next week is measurement groups are being tabled for another time (possibly): -length -weight -volume -elapsed time -temperature -inclusion group will not rotate within the 5 groups
 * __January 26, 2011__**

Ms. Mustin has concerns because a visitor will be on campus next Wednesday to observe intervention time. Suggested continuing with coins and create assessments. Need to make a mini-assessment by Friday and next week we will have TPRI data and can revamp groups.

Choices: -coin assessment and based on that keep them on coins for next week -pick up where we left off with reading intervention pending TPRI/Tejas Lee data

Voted on intervention groups focusing on Language Arts for next week Monday January 31st Ms. Burriss is doing inclusion group Ms. Sanchez and Ms. Matamoros is doing inclusion group (can use Reading Street from our textbook adoption) Augustine: making words Kaiser: complete Tomorrow's Alphabet Vences: making sentences w/ inclusion groups Stephenson and Gonzalez: fluency Ms. Juong and Ms. Aranda: fluencies Grimes: decoding strategies

Focus for next week is to look at Tejas Lee / TPRI

Morales: notetaker Gonzalez: timekeepr Kaiser:observer Stephenson: snacks Vences: organizer (bilingual) Augustine: facilitator Grimes: organizer (english)
 * __January 19, 2010__**

30 day reading program will begin in February in order to give time to locate boxes, see if there is a First Grade Bilingual and get materials ready

Money Camp: 6 English groups 6 Spanish groups Both groups will have a reinforcement group, will work with same teacher and will not rotate Objective is identifying basic coin skills

__**Groups to start next week on the 24th**__: -identifying coin name and value (reinforcement group) Rotation: -identifying coin name and value -2 groups adding coins -equivalent coins -problem solving with coins

Matamoros: Spanish reinforcement group identifying coins Burris: English reinforcement group identifying coins Gonzalez: Adding coins Stephenson: Adding coins Morales: equivalent coins Sanchez: problem solving with coins Vences: coin name and value (using BINGO)

Burris: English reinforcement group identifying coins Jung: coin value Augustine: equivalent coins Sanchez: adding coins Kaiser: adding coins Grimes: problem solving

-length -weight -volume -time -temperature -inclusion group will not rotate within the 5 groups
 * __Measurement:__**

Update on interventions: Stephenson: Problem solving. 2 students struggling, uses "T" and several are learning the process. Uses "more than" problems Vences: Time to the half hour. Concerned about Jonathan and Zahir. Morales and Sanchez: Tens and Ones and Comparing numbers. Morales has struggling group, improvement is being shown. Augustine: Tens and ones/comparing. Can identify tens/ones. Buress: Fact family. Doing well but wants to expand on it and needs ideas. Sanchez (sub): Time group. 3 students moved to fact families Discussed Ms. Burress change groups with Ms. Sanchez group but time for this intervention group is running out. Grimes: Parts of a whole. They are currently labeling the whole. Have already given students who mastered to Ms. Burress. Kaiser: Logic. Last week did crayong logic. Good results. Went to tangrams. Students are thinking about the box. Gonzalez: Logic. Did tangrams last week. This week doing AIMS web with bears.
 * __January 12, 2010__**

Grimes brought books that we can use that has different ideas

Next week are assessments, short week due to holiday on Monday and field trip on Friday.

Assessments, Grimes: 8 questions mastery is 6 out of 8 Vences: Will display clock and need to identify the time, 8 out of 10 mastery (2 will be to the hour) Morales: 5 questions, comparing 2 numbers have to draw out tens/ones and place in order from least to greatest/greatest to least Sanchez: 5 questions, comparing 3 numbers have to draw out tens and ones and place in order from least to greatest/greatest to least Stephenson: 5 word problems, 4 to mastery Augustine: comparison mats with 5 questions, 4 to mastery

Discuss objecfts for next PLC Week of the 24th:Money camp for for one week Week of the 31st:Measurement camp for one week until we have data back Divide students evenly with exception of 1 group which is

Next week we will discuss details of what and how to teach money.

Welcome Back! Reflect on interventions, pro's and con's, suggestions, ideas, etc. Ms. Kaiser would like to have time to actually do a mini lesson we discuss planning in meeting but not actually how to implement it specifically Language Arts Assessment: Grimes: read two books first one was simple and all made at least 90% second involved more decoding, 5 students still had problems (2 of Ms. Kaiser's and 2 of Ms. Augustine and 1 of Ms. Grimes) Gonzalez : had to choose a story to read, had to describe characteristics traits of main character, had to illustrate with a partner characteristics. 3 struggled Vences: making sentences, worked with Matamoros. Some students are still struggling Morales: able to create sentences, focused on capital letter, spaces and periods. Noticing more speech problems Augustine: making words. 9 students and 3 are still struggling in making words. Able to make simple words but struggling with blends. Augustine: project base, not enough time to finish entire book. Some students began making connections with other students, others took book home. Would like to have the same group towards end to see improvement Sanchez: data???
 * __January 5, 2010__**

Math groups: Stephenson: word problems. Completed 3 problems, half can identify problem. Using "t" to solve problems. Morales and Augustine: comparing numbers and tens and ones. Students struggled with concepts could have contributed due to first day. Vences: Times, students struggled as well. Gonzalez: Tangrams. Read book and referred back to story. Had difficulty in manipulating puzzles. Grimes: parts of a whole. Shirt colors, fractions, standing up, sitting down, had students move around. Some challenges with sentence. Kaiser: Marcy Cook crayola logic. Some students found it challenging to manipulate but found it fun.

Math will be extended for a total of 3 weeks due to short weeks, assessment will be on the 19th of January (the third week).

__**Re-Assign Roles**__: Gonzalez: Snacks Vences: Facilitator Morales: Notetaker Augustine: Time Keeper Stephenson: Bil. organizer Grimes: Eng. Organizer Kaiser: Observer

Split groups to add additional intervention teachers. Ms. L. Sanchez will take half of the group of compare and order numbers/ tens and ones. She will shadow Morales to learn the skills and use same manipulatives. Mrs. Burris will assume fact family group.

__**Objects for next PLC**__: Bring what assessments are to be done Bring samples of activity to be done Additional intervention teachers will begin next week. Conference room and PLC room can be used as well as cafeteria.

Ms. Mustin has an English intervention person starting January 4th, she has 2 bilingual candidates she will be deciding on. Goal for first week is to shadow one of the students and will begin the following week Language Arts assessment: Morales: completed assignement but due to Gonzalez and Stephenson: working on characterization, partner read and discuss characterization Vences and Matamoros: its working putting both groups together Grimes: Ms. Manning started assessments yesterday, half group done, reading 2 decodable books (high/low) Augustine: making words. Gave students beginning and ending sounds (similar to TPRI), those students in RTI process are still struggling Kaiser: with books a few did not get it, a few realized that some of them have the same answer as their neighbor and would change it
 * __December 15, 2010__**

Math: Going to look at math results Kaiser: has 1 that failed Vences: concerned with Johnny Gill but has concerns with #15 (stress vocabulary) Concern with #11, reversing the tens/ones. Recognize the digits just confusing the order Expose students to different ways of representing tens/ones (objects) Gonzalez: struggling with fractions Students has problems with time to the half hour

Groups: Morales: comparing numbers and vocabulary with less than, more than, equal Matamoros: parts of a whole Vences: time to the half hour Stephenson: fact families Gonzalez: 10's and 1's

English: Augustine: Comparing numbers and vocabulary Grimes: Parts of a whole Sanchez: Time to the half hour Kaiser: Logic (with puzzles, tangrams)

Next week: share ideas

First week back bilingual will have 5 and english will have 4, the following week we will have to re-adjust when additional intervention person begins

Update on interventions: Grimes: there is a wide range of reading abilities within the group will need to find different texts for different sub-groups Bilingual interventions are doing well Augustine: making words group. Whole group is coming along well. Making words and putting them into making simple sentences. Over emphasize sounding out the words.
 * __December 8, 2010__**

Suggested strategies working: Vences and Matamores: working well. Gonzalez: doing well. Piggy backing off of Stephenson. Grimes: considering doing a BINGO game

Assessments. Vences and Matamoros: put together 5 sentences high group needs to get 4 out of 5 and lower 3 out of 5 Morales: Dictate 5 sentences and needs to master 4 out of 5 Stephenson and Gonzalez: 5 questions mastery is 4 out of 5 Augustine: make words, get word family and manipulate tiles to make words. Make 7 real words and read them, mastery is 6 out of 7. Fluency needs to increase by 10% Grimes: make a decodable book with 10 target words and they will need to read it to her. Mastery is to read 8 out of 10 words. Kaiser: completion of book Tomorrow's Alphabet

CBA Data: Gonzalez: 1 under 70 (Citlaly) also in RTI Vences: no one under 70 (Hobani had to be read the test) Stephenson: one unde 70 (Sayra) Morales: 3 under 70 all are RTI problems with comprehension Augustine: 1 student under 70 Grimes: 2 students under 70 both are RTI'd (Mario going to district START and Marlynn who came out of bilingual class) Kaiser: 1 student under 70 (Alexis who is on Tier 2)

Objectives for next PLC switching to Math Next week bring Math CBA data and discuss objects to cover

Morales: Notetaker Kaiser: Facilitator Stephenson: Bilingual organizer Vences: Timekeeper Augustine: English organizer Grimes: Snacks Gonzalez: observer
 * __December 1, 2010__**

Interventions just now started. Gonzalez and Stephenson discussed moving a few from Stephenson to Gonzalez because of Stephenson having a large number of students. These two groups are reading //Brave Irene// in Spanish. Kaiser: project //Tomorrow's Alphabet//. Concerned about a time constraint. Vences: has 6 students still working on syllables. Suggested putting Vences and Matamoros group together to work on making simple sentences, struggling group will be using manipulatives. Morales: reading a book without ending. Having them create an ending with 2-3 sentences. Focusing on capital letter, spaces and period. Ms. Hartman suggested to have students write but teacher to provide half of the sentence student to think about the who and what and complete the sentence. Dicussing on how to keep students from using the "y" in spanish thoughout their writing. Grimes offered characterization for Stephenson and Gonzalez. Augustine: skill is making words. Using white boards and working with basic word families. From words that they make she uses them in a sentence and has them read. She will be using alphabet arch. Grimes: skill is decoding. She is talking about looking at a picture, looking for chunks, etc. Looking for suggestions. Sanchez: MWF reads fluency with the child. TTH is doing reader's theatre.

Objectives for Next week: -we will discuss how to assess students -bring CBA data (LA)

__**November 17, 2010**__ Augustine: Comparing numbers, did pre-assessment yesterday. Can create longs and units but difficulty in comparing. Kaiser: Skip counting,gave them an oral test to see if they can do without modifications. After they did written one, then modified where they put in some of the numbers. Whole class is doing well, lowest score is 83. Will give them numbers out of the norm to see if they can identify pattern (with missing number). Some students are doing reversals. For 50 they say 05. Students are aware of the digits Vences: Ones and tens. Students doing well. Having them create pictorial representations for the numbers helps them better. Stephenson: number recoginition up to 50. She has two different groups, one group can make the numbers but cannot create and 2nd group does opposite. Concern for Citlaly in Ms. Gonzalez' room. They can count but they cannot recognize by name. Making up to 20 and recognizing up to 50. Gonzalez: before, after, and middle numbers. Works well with 100's chart. Wants to do without 100's chart. Suggested doing assessment with 100's chart to build confidence. Morales: Problem solving. Higher level with comparing is challenging but able to do it. Concerns with 4 students. Sanchez: Word problems. Has 3 students who are struggling. Very simple addition and subtraction is easy.

Groups are going to remain the same for LA Teachers will remain with same skills Matamoros will do simple sentences with her group now.

Bilingual still has 6 in syllables group English still has 8 still making words

__Plan for interventions__: Augustine: will get with Pat Clark on making words Morales: create sentences pre-baggied and also using Estrellitas Vences: creating words with pictures and letters goal is to read first story Stephenson and Gonzales: characterization maybe start writing Kaiser: doing predicting and inferencing. Tomorrow's alphabet. Divide and work with partner, divide alphabet, she will do A and X because it's challenging, will leave 24 alphabets and each student will have to come up with 12 each. She has booklet. Students are able to use any pictures. Grimes: decoding but she is not here to ask what resources and plannig she has Sanchez: using scholastic fluencies

These groups will be conducting up until December 15th (right before pajama day)

Concerns: PLC lessons. If we are providing C Scope lessons support help can review previous days. If any issue discuss with support staff.

__**November 10, 2010**__ LA assessments: Augustine: deleting final sounds 90% mastery, deleting initial sounds 100% mastery Sanchez: all but 2 students mastered blending phonemes and blending word parts Grimes: assessment on long vowels 19 students, 10 mastered and 9 still working would change to focus on specific long vowels instead of all Kaiser: identifying the 5 W's, did "ok", implemented middle, end and implemented details. Had some 75's (4 questions), only one under 90 all else was 92 and above Morales: 22 tested, 20 students in the 90-100 group, 2 in the 89-90, 1 under 80 but that student has a speech impedement that may have contributed Stephenson: Reading comprehension, open ended questions, need to move 3 students down (Monica, Arnulfo, Jose Medina) Gonzalez: Reading comprehension B (multiple choice), 7 that made A's, 9 made B's, 1 made C, 1 failed out of 18 Vences and Nancy: syllables and combinging words. Total students are 12, 6 mastered (Belkis, Victoria, Jose, Johnny, Sarai) Victor needs to be retested

Review Monday December 13th and assess on Tuesday December 14th Plan for interventions next week Vences:1 group working on Syllables Matamoros (simple) and Morales (higher): 2 groups working on sentences Gonzalez and Stephenson: 2 groups working on comprehension
 * __Time frame for LA groups starting November 29 - December 15th__**
 * __Bilingual 5 skills__**:

__**English skills**__ Sanchez: 1 group working on fluency Grimes: 1 group working on decoding Augustine: 1 group working on making words (word families) Kaiser: 1 enrichment group: Tomorrow's Alphabet it is a vocabulary builder

Grimes: write numbers 1-50, finished writing will be called back to read numbers 1-50 Stephenson: concrete objects up to 20, make numbers up to 20 and naming up to 50 Gonzalez, Augustine and Vences: comparing numbers, creating numbers using tens and ones, she will call out and students will use concrete objects to compare them Kaiser: counting 2,5,10 Using Marcy Cook, orally call out, they will skip count up to 50, will give 3 patterns and will have to identify the pattern Sanchez and Morales: create word problems and draw out model 5 questions
 * __Math assessments Wednesday, November 17th__**

Next week November 17th Assessing La interventions Materials needed for PLC Planning for LA interventions

__**November 2, 2010**__ Reviewed Math skills from CBA #1 1.1 A English has 10 students Spanish has 12 students 1.1 B Question 1, 5, 8 English 8 Spanish 3

AIMS web MNM English 5 Bilingual 5

AIMS web QDM English 8 Bilingual 6

Possible objects and skills to focus: 1.1A Compare and order numbers 1.1C Reading and writing numbers (needs to be small group) 1.1B Creating concreate numbers

Higher group: 1.3A Model and create story problems Middle group: 1.4B Use patterns to skip count by 2, 5, and 10

Ms. Augustine: 1.1B 1.A Ms. Grimes: 1.1C small group Ms. Kaiser: 1.4B Skip counting Ms. Sanchez: 1.3A Story problems
 * __Grouping:__**

Ms. Gonzalez: 1.1A Compare and order numbers Ms. Morales: 1.3A Story problems Ms. Vences: 1.1B Creating concrete numbers Ms. Stephenson: 1.1C Reading and writing numbers Ms. Matamoros: 1.4B Skip counting

Assessment: November 8th: Begin math camp November 17: assessment December 1st: discuss results of data

Group kids according to TEKS

Next week: LA assessment data How are we assessing math

__**October 27, 2010**__ How are interventions going? Vences-coming along. Some starting to id syllables. (Hobani, Victor, Jonathan are still struggling) They are also in small group with Ms. Matamoros. Working on initial syllables and blending. Remaining students are able to make words Stephenson: groups are doing well. Augustine: deleting initial and final sounds. Two students still struggling (Kenneth and Matthew). They are able to get first letter of blend but not second. Mathew will be transferring Friday. Grimes: doing ok with vowels Kaiser: doing ok, 5 W's are open and is a broad area. Gonzalez is absent today. Grimes is wondering whether she should switch groups with Ms. Sanchez. Ms. Sanchez tends to also focus on current skills.

Ms. Grimes will switch after assessments on November 5th.

Assessments: Vences: Syllable test, she will verbally call out syllables and they are to circle it. (Mastery 90%) Morales: first assessment will be word calling onw ith same syllable words, 2nd assessment will be sentences (90% mastery) Augustine: deleting initial sounds suggested to change where the initial sounds is omitted but remaining part is actually a word. Use 5 words with initial and 5 words with ending. (90%) Grimes: list of long vowel words, students need to read it to her. (11 out of 13) Kaiser: have students write what the 5 W's are and the H to see if they actually know. Answers are on another place. Wants to know if students can recognize what they are. They will pull invitiation apart and tell what the parts are in the invitation. Review main idea or just a detail. (80%) Stephenson and Gonzalez: Gonzalez will use same questions but with MC and Stephenson will use fill in the blank. Ten questions. 5 implicit ?'s and 5 explicit ?'s. (80%+) Assessing on November 5th, discuss and regroup based on skills November 10th. What is plan on November 3rd?

Grimes is requesting a 2 week math camp. She has 5 students who are needing math reinforcement. Ms. Kaiser stressed AIMS data. November 3rd: Need to bring AIMS data, CBA and Mastery Assessments 1,2, and 3 next week. Can go into AWARE for students data. List of skills lacking in classroom. Suggestion made by Grimes to create a chart of skills and once mastered place a sticker for students who have achieved the skills; tracking chart.

Rassignment of roles: Gonzalez: Bilingual organizer Morales: Notetaker Stephenson: Timekeeper Augustine: Snacks Vences: Process observer Kaiser: Organizer Grimes: Facilitator

__**October 20, 2010**__ How are interventions going? Vences: writing some syllables but not able to do simple words (concerned about Victor, Jonathan and Hobani) Stephenson: students able to answer the questions (hand questions). Few concerns and may reshuffle down to Ms. Gonzalez. (Arnulfo, Joel and Monica) Morales: doing well, Alexis is concer Augustine: doing initial and final sounds, also working on medial sounds. Work on picture sorts and drill on deleting beginning sounds with sight words. Concern with Kenneth Pool. Grimes: finished long 'a'. Confusion on "ai". Working on long "e" now, able to generate words with vowel signs. Kaiser: activities with verbalization. Can do the 5 w's, are able to maintain from their C Scope lessons and making connections. Difficult to focus on the 5 w's Gonzalez: start with intro with 5 w's, doing well, some still struggling with the "how" part. Listening to stories on CD and looking at books. Sanchez: working with material

Assessments on November 3rd. Grimes: High frequency test with long vowel words Morales: Simple 1-2 syllable sentences. Augustine: using TPRI skills Gonzalez, Kaiser and Stephenson: 5 w's, Gonzalez will be more MC and others will be more open ended Vences: syllable test

Discussed changing to math topis but it depends on data, our reading is stll low need to stay focused on bringing those students further ahead.

__Next week addressing__: ideas for assessments prepare assessments for November 5th

__**October 13, 2010**__ Assessments Grimes (blends): 14 A's, 12 B's and 1 C August (deleting sounds): 5 A's, 3 B's 2 below 60 Kaiser: 15 at 85% or above and 4 below 69% Gonzalez: 13 A's, 5 at B because they read very syllabically, 2 are at C's Vences: 11 total students, 4 did not miss any, 3 missed 1, 2 students missed 2 and 2 missed 4 Morales: all students

Ms. Grimes working on long sounds Ms. Augustine: deleting initial sounds Ms. Kaiser: working on 5 W's and fluency will be included in it Ms. Stephenson and Gonzalez: working on 5 W's and fluency Ms. Vences and Ms. Matamoros will be working on initial sounds Ms. Morales will be working on making words

Morales: note taker Vences: Timekeeper Gonzalez: Facilitator Stephenson and Augustine: organizer Grimes and Kaiser: Process observer Snack person: Vences

Regroup and discusses assessments

November 5th will be assessment test for next intervention October 20th will come back with ideas on how to assess November 3rd will discuss interventions that will begin on November 8th

__**October 6, 2010**__

Mini assessments: Grimes-R blends will give multiple choice where they need to id begining blends for each picture and write the beginning blends for each picture Kaiser and Stephenson: based on main idea. Adding to groups, what belongs to groups, picking best titles and writing names. Write main idea of 2 short passages. Augustine and Vences: Using document reader, showing pictures and they have to write sound that is missing at end. Identify picture and write ending sound. Whole class. Gonzalez: identify high frecuency words because using Estrellitas. Will also include sentences that have high frequency words Morales: identify syllables Groups are skills for exposure not necessarily for mastery.

Review TPRI / Tejas Lee

__**September 29, 2010 PLC Meeting Minutes**__ Stephenson is seeing comprehension with her group. Vences has split them up in groups (stations), also seeing progress. Reading Center and Starfall advised that it does have a Spanish section. Gonzalez is doing buddy reading and listening in also doing Estrellitas. Monitoring. Seeing progress with about 50% Morales is working on syllables Kaiser has higher group. Started at level C but backed up. She put in groups. Students in groups have to justify their answers. Looking at group of items and seeing how they are connecting. Grimes: doing blend hunts (r blends), brainstorm words with activity. Mastered dr and cr, working on br blends. Augustine: deleting sounds, working on ABC order, calling out words and pulling out letters. Interchanging beginning and ending sounds. Kaiser suggested mirroring TPRI with blends to help students understand.

Matamoros is doing small groups, prefers to work at end of hall. Has two students she is suggesting moving to Vences groups. Sanchez is also showing improving with her group of students.

Table for next week: work stations. Make sure that it relates to the skill and will help progress them. Language master will be beneficial

__**Reading Street**__: (Vences reviewed) Discussed using stories (starts with picture story) and students do comprehension tests weekly. English also has the same components. Also discussed the flip chart that is used for work stations
 * re-tell cards for stories (vocabulary cards)
 * high frequency words in basil are different than high frequency words in Estrellitas
 * Guia alternative for teachers which give suggestions for various topics
 * Stories with Comprehension questions
 * Stories with writing prompts

Reading Extravaganza (English) providing tools to help with word families. Also can be used in small groups.

Intervention Activities Guide for TPRI also could be used as a resource for small groups or for parents to use at home. Log into Pearson Success on line for additional resources.

I PAD is not compatible with flash

Ms. Cruz is attempted to get samples of Spanish Program "PIPO"

__**For next week**__: -we will look at students who need to be moved to another group. Grimes has created an Intervention Planning Sheet. -Review TPRI/TEJAS LEE data to see how students can be grouped -work stations focused on skill -mini assessments for each group to begin Oct 8 week of the 11th we will have results from mini assessments to regroupOct

__**September 22, 2010 PLC Meeting Minutes**__ Opened with teacher concerns: groups are large, concerned with students loosing focus within the large groups. How can we set up groups so that students are engaged and focused on skill. Reading Street has interventions in Spanish. Ms. Cruz will look into a Spanish Intervention Program Use Language Master, Computers, other resources. Discussed decreasing Social Studies times - Ms. Mustin is discussing it Discussed if additional time is remaining in other subjects after C-Scope lesson is completed in full we are able to go back and target on language arts possibly doing small group interventions. Ms. Grimes discussed changing skill for her group (medial sounds). Ms. Grimes states that students are having trouble with digraphs and blends. She will start with "dr" blends. Ms. Kaiser has concerns with TPRI testing. Tabled until end of meeting. Ms. Matamoros is able to use PLC area for her intervention group.

__**New Roles**__: Notetaker: Ms. Morales Timekeeper: Ms. Gonzalez Facilitator: Mrs. Augustine Bilingual Organizer: Ms. Vences English Organizer: Ms. Kaiser Process observer: Mrs. Grimes

__**Materials / Topis for next week**__: Recap of interventions Follow up on additional intervention program (Reading Street) Positives/Negatives What is working/not working? Implementing of a small group within a small group Options for peer/parent tutoring High school students (Ready, Set, Teach Program)

Concerns: New program may take additional time. 6 I Pad for 1st grade, Morales and Stephenson sharing 4 going to 2nd grade.
 * __TPRI/TEJAS LEE__**

__**September 15, 2010 PLC Meeting Minutes**__ __Reading groups__: Bilingual: Vences: Letter sounds and making syllables using Estrellitas Matamoros and Morales: Practice with syllables using Estrellitas

Gonzalez:Combining syllables to make words Using Estrellitas Stephenson:Work on Comprehension (Main Idea) Assessment on September 30

English: Sanchez: Letter sound correspondence using TPRI interventions and CScope activities

Augustine: Ending sounds using TPRI interventions and CScope activities

Grimes: Medial sounds and blending and segmenting using TPRI interventions and CScope Activities

Kaiser: Comprehension with main idea Assessment on September 30

Target: 2 weeks and assessment (with exception of main idea comprehension) TPRI/Tejas Lee data

Students grouped by guided reading level/AIMS web data (English and bilingual)

Groups start Monday

__**Next week**__: How are interventions going What is being taught Talking about instruction

__**September 8, 2010 PLC Meeting Minutes:**__ Note taker: Yolanda Morales PLC Norms 1. Work collaboratively and positively with the group. 2. Be prepared to actively contribute and engage fully in group goals. 3. Focus on learner achievement and team goals. 4. Be honest and kind - make it about the goal. 5. Be respectful of time.

__Assignment roles for the following two weeks__: Timekeeper: Patrica Kaiser Facilitator: Amber Stephenson to do goals (outcomes that team wants accomplished), time frame Organizer: Michelle Grimes Process Observer: Glenis Augustine Snacks: Viviana Vences

__Goals for 2010-2011 for First grade__: Increase 10% on the number of students reading a minium of two levels above the end of the year grade level expectations.

__Planning Questions__: 1. What is it we want our students to learn? 2. How will we know if each student has learned it? 3. How will we respond when some students do not learn it? 4. How can we extend and enrich the learning for students who have demonstrated proficiency?

__**Next weeks topic: Reading**__ -**Brainstorm on how to group students (i.e. poster, magnet board, paper, computer, etc)**
 * -Bring AIMS web reading report (specific report will be given later by Ms. Mustin)**
 * -Guided reading levels for each student**
 * -Review data from other screeners and determine skills that we should focus, student strengths and weaknesses**
 * -Bring baselines for last year's group (2009-2010 school year)**
 * -Discuss timelines for intervention skills (LA / Math)**
 * Goals discussed to be focused on for next meeting:**
 * -skills**
 * -materials**