Fourth+Grade

Welcome to Fourth Grade!

Feedback on Interventions Facilitator: will get with Ms. Jackson on the progress of her students. We are going to try to mini-conference with students throughout the intervention. Students should have a new version of their story by Friday (Nov. 12, 2010) Intervention for next week is a new writing piece. Prompt: Something we are thankful for and complete sentences.
 * __November 9, 2010 - PLC Minutes__**
 * Narrowing the topic
 * Developing Ideas
 * Leads

Grouping students based on writing samples create intervention groups Teachers shared various papers that they rated and narrowed a focus for Language arts teachers will finish grouping and begin next week.
 * __October 26, 2010 - PLC Minutes__**
 * TAKS rubric used: development of Ideas, Focus and Coherence, organization, voice, and conventions
 * Groups will be developed based on: development of ideas, focus and coherence, and organization

Hello the following is the agenda for our next meeting. September 28, 2010
 * Don't forget LA teachers to bring your mini-assessment data if possible.

Hello the following is the agenda for tomorrow's meeting. September 13, 2010
 * __October 19, 2010 - PLC Minutes__**
 * Continue with Characterization this week
 * Retest Drawing Conclusions on Thursday
 * CBA LA: characterization is ok, we can move on
 * CBA Math: celebration for Monahan 4th grade
 * some questions were questionable
 * ME commended performance is above the district
 * ME overall performance above the district
 * problem with reading graphs, need training on reading charts/graphs
 * differentiate teaching on arrays, use different ways (rows/columns)
 * Writing may need to implemented for interventions
 * Possiblility of planning for math and reading
 * Next week Oct. 25 - Math
 * low objectives
 * story word problems
 * vocabulary
 * Flip flop with Writing/Reading: Nov. 2
 * Math & Reading Teachers split to discuss data and objectives in need
 * Students will be grouped with strong math teachers (individualized).


 * __September 7, 2010 - PLC Minutes__**

__**September 14, 2010**__
 * Shared responses to quote.
 * Student learning is what will drive the PLC
 * PLC will be followed on the Wikie
 * Goals for today's PLC session
 * Why should we have a PLC?
 * To discuss student learning
 * make plans to reach students who are not learning
 * Grouping students using data for skills/objectives for the grade level
 * Team meetings are different because we discuss housekeeping items and individual students
 * Instructional meetings are to discuss how we teach using curriculum
 * Tier II intervention begins next week
 * Mission and vision statements
 * Ground Norms
 * PLC norms for the group and meetings
 * Work collaborativel and positivly with the group
 * Be prepared to actively contribute and engage fully in group goals
 * Focus on learner achievenment and team goals
 * Be honest and kind, make it about the goal
 * Be respectful of time
 * PLC Roles
 * Perez - Note Taker
 * Brown - Timekeeper
 * Hamilton - Facilitator
 * Bickham - Organizer
 * Syon - Process Observer
 * Roles will be rotating positions among team members
 * The 4 Essential Planning Questions
 * What is it we want our students to learn?
 * How will we know if each student has learned it?
 * How will we respond when some students do not learn it?
 * How can we extend and enrich the learning for students who have demonstrated proficiency?
 * Goals for Monahan 2010 - 2011
 * 4th 8% Math and 15% Reading
 * 90% passing in all sub-groups on all tests
 * Next week.....
 * bring AIMSWEB reading report and GR levels
 * Reading will be the focus first for interventions
 * be thinking about skills for reading that need to be addressed
 * __Teamwork Quote__
 * Reading data - target objectives
 * 2. Analyze Characters
 * 3. Main Idea and Details
 * 1.**Inferencing/ Drawing Conclusions and supporting with text evidence**


 * We will group the kids in our grade level meeting after looking at the data.
 * Interventions for Reading
 * Duration of Reading Interventions:
 * Inferencing/ Drawing Conclsuions - Week of 9/20 & 9/27
 * Analyze Characters- Week of 10/4 & 10/11
 * Main Idea and Details- Week of 10/18- 10/25
 * Assesment for interventions- How will we know if the interventions are working?
 * Idea- possibly create mini assessments that include targeted objectives.
 * Grouping of the students- 9-2

We will finish grouping our students in today's grade level meeting- and discuss our materials and resources used!

Goals for next week PLC:
 * Tuesday September 21, 2010**
 * Interventions began September 20, 2010-**
 * Everyone feels as though they were very effective.
 * We decided on using the "How to get better TAKS scores" Book for the assesments
 * Drawing Conlusions assessment will take place on Friday October 1, 2010 during ELA lesson
 * After grading interventions, we will decide futher on how to proceed with interventions
 * Ideas for teaching drawing conclusions
 * Reading Detective theme for targeting objectives: -
 * 1 minute mysteries
 * Using photo and have them infer
 * think aloud
 * background knowledge + text evidence = inference
 * props in a box= what kind of person would have this? Character profile
 * 4 TYPES OF QUESTIONS-more information to come from Mrs. Mustin
 * Interventions: How do we identify those who are struggling?
 * Please bring names and incidents to grade level.
 * Detective Readers
 * Get flash cards completed
 * Get assessments ready for next week pages 45-46 47-48
 * Use 45-46 the day before the assessment


 * ELA teachers: bring data from the mini assessment so that we can see where to go from here

September 28, 2010- PLC

October 4-15th Characterizations
 * Intervention reflections: Everything is working out well with drawing conclusions.
 * We will begin characterization objective on Monday.
 * ELA SLAR CBA on October 5
 * CBA - Give students all the time necessary for the exam.
 * READ 180- will these students still take the CScope based CBA.
 * Emotions
 * Think
 * What they say
 * Changes
 * Compare/Contrast

Those who don't get it: How will we reach them?
 * Character Profile- based on objects
 * Read Alouds focusing on Character
 * 1 minute solvers
 * Reading Detective
 * Reader's theatre

Those who get it : What will we do?
 * They can take their connections further by comparing characters from various stories as well as comparing them to themself.

Materials and Resources:
 * Read Aloud lists
 * Reader's Theatre
 * Box items
 * Venn Diagrams
 * RTI KIT from Reading Street

How are we going to carry out the lessons?
 * Next PLC- ELA teachers bring your reading drawing conclusions data

Resources from Mrs. Mustin:
 * Great Quicksolve Whodunit Puzzles
 * Stories with holes
 * One Minute Mysteries


 * __October 5, 2010- PLC Minutes__**

Assesment Data: from interventions
 * Overall results- students did alright but still need imrpovement
 * Fact/opinion
 * We will monitor this objective and continue working on it during our small group.
 * We will implement the Reading Detectives in our classes
 * Characterization boxes worked well- how long should it take?
 * Read Alouds are really an effective tool in characterization.
 * Assesment next Friday.
 * Tuesday is Field Trip Day -- What will happen with the PLC meeting?
 * We will pull Resources for character traits for next week's interventions.
 * Possible Assesments- The Perfect Dog- (characterization) & The One-Room Schoolhouse (drawing conclusions)
 * Reading Street- Weekly Tests
 * For students who did not master the drawing conclusions, we will plan to use the intensive reading interventions in reading street
 * Drawing conclusions will be reappearing in Cscope- a mastery assessment will be provided on this as well, we will be able to reassess then.
 * Reading CBA-
 * there were topics on the CBA that were not previously taught in Cscope.


 * For next PLC bring Reading and Math CBA data.


 * Week of October 18-21- Charcter emotions- writing

We will begin discussing possible strategies for test taking.

New Roles 10-26

Sylvia Wills- Facilitator Mr. Bronw- Process Observer Harvey Augustine- Timekeeper Javier Velazquez- Materials Angeles Perez- Notetaker


 * November 2,2010**

Interventions for this week - narrowing the focus and development of ideas

How will we know when students can be transitioned from one skill set to another?

Assesment for this intervention will be to rework on the original piece. We will be looking for an improved version of the original piece. Better focus in the paper or a more narrowed topic.

We need to constantly reflect on our students' progress and continuously assess their readiness for the next skill.

Are we going to assess the students on Revising and Editing? Quotations, tense, missing word skills, commas spelling spanish homophones, pronouns - Neatness and Handwriting Many of the students understood the periods, capitalization

We will not assess at this time. We will continue supplementing cscope with purposely designed lessons targeted weak objectives.

We will revisit writing at the PLC in order to determine further skills.

On the next PLC we will discuss- interventions based on teacher observations for edting and revisions. We will need to talk about the interventions for the Week of November 15- 19 and the week of November 29 - December 3.


 * November 9, 2010**
 * November 30, 2010**
 * Reflections**
 * Students writing is reflecting enthusiasm, some concerns are: moving to the important action in story, getting out of the "narrow" and moving through the story.**
 * Use authentic text or literature text to show what they "really mean to write". Share a student's story and show the strong points.**
 * Sentence structure- for intervention: seeing incomplete sentences, rambling, and complete**
 * Ideas to use: 4 days of instruction to present revise and editing lessons, and read spooky story and decide where to focus next.**
 * groups based on sentence strunture- velasquez depth charging**
 * perez- rambling/incomplete**
 * hamilton- rambling**
 * wills- rambling**
 * drain- incomplete**
 * bickham- incomplete**
 * jackson- rambling**
 * brown/syon/- depth charging**
 * augustine- incomplete**
 * spooky story- discuss spooky story, regroup, and take a look for sentence structure**
 * switching- the kids move when they are ready for the skill, we might find that groups don't move much.**

**December 7, 2010**
=**Dec 14. 2010**= =**Math CBA Data: 59% campus, 67% english, 85% spanish**=
 * =====**Planning for Intervention- look at revising and editing. Exposing students to TAKS Masters format**=====
 * =====**More time to write and see progress in their skill sets.**=====
 * =====**Revising and Editing should be focus of intervention- present Taks Master and find teachable lesson**=====
 * =====**Students can bring their work to share**=====
 * =====**Tuesday ( Passage from Taks) students take test, next wednesday do a post test.**=====
 * =====**Discussed CBA'S**=====
 * =====**Format of test was discussed**=====
 * =====**look at cba data- english, math, science.**=====
 * **focus on obj 6**
 * **for intervention math focus is** reading word problems and real world problems
 * ** key ** words **that indicate a certain operation for ex: division for quotient ( for intervention as well)**
 * **use formula chart starting now**
 * what types of problems do we focus on?**
 * **Bickham, Hamilton, Wills- key words, indentifying operations**
 * **Brown, Augustin, Perez, Velazquez, Syon: real world problem solving**
 * Advanced group- create word problems**
 * Grouping English/Spanish and into 3 groups( keywords + identifying, word problems, create)**
 * Intervertion starts Jan 4th**
 * Duration: 8 days**
 * Assessment: on jan 13**
 * Resources: Taks masters**

January 4, 2011
Roles: Facilitator: Mr. Velazquez Timekeeper: Ms. Perez Process Observer: Ms. Wills Notes: Bickham Organizer: Hamilton

Math Intervention
Intervention teachers- two available during intervention only ( Burris and Sanchez) real world problem solving: Burris (8 kids) problem solving and real world operations: Sanchez in Perez's room (6 kids)

next meeting: bring strategies
 * Planning: use clue words color bookmarks to do operations**
 * use construction paper, four columns, cut, put in bag, pass out.**
 * walk around while the discuss, when they agree they put it on the paper, circle key word.**
 * Practice today (remove answers)**
 * rest of week do obj 1**
 * Wrap up with obj 6**
 * Focus on word problems with multisteps, and phrasing. Make sure students understand that they need to understand what they are reading.**
 * Encourage drawing pictures, using 4 steps, and prove the answer.**
 * Students are expected to use the WIK and WINK.**
 * Have some examples of what work is supposed to look like and how long it takes. Follow a process, and encourage different strategies.**

January 11, 2011 PCL

Facilitator: Mr. Velazquez Timekeeper: Ms. Perez Process Observer: Ms. Wills Notes: Ms. Bickham Organizer: Hamilton

Current Intervention: Students are learning the processes, wording. Using real world solutions- Think it out- Let the students see it. Concerns: Multiplication facts - Powerpoint on server, scroll through or slides can be printed for flashcards.

Assessment: During math class time. Thursday, January 20. Some questions identify operations, some with equations, some solving the problem. 4-5 questions Ms. Perez will be making an assessment Goal: Identify students progress

Formula charts will be provided on TAKS Training students now to use it in the TAKS format. Idea is for students to use it as a tool. View the chart as friend not enemy Multiplication grid- can draw out grid on blank paper.Write the fact- Know multiplication is a pattern!!!!

Math Strategies: Mr. V gave everyone a sheet of paper with 30 math strategies. Each answer choice write True or Not True Vocabulary: Very important - use the correct vocabulary -Think folding paper, fold vertically or horizontally P- Add around perimeter A- Area inside (Draw the letters)

Proficient Students: Keep adding the rigor

Problem Solving Intervention- Continuing

In math- beginning measurement Bead measurement- 1/4 of an inch make each inch a different color

Next Meeting: