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PLC Meeting

PLC Meeting. November 30, 2011. http://www.todaysmeet.com/Arovista1130. Sign Up for goal setting meeting Vertical Articulation Notes Duty Schedule (Revised) Media Center Schedule (Revised) Homework  ½ Year Party Julie Other?. Must Do’s.

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PLC Meeting

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  1. PLC Meeting November 30, 2011

  2. http://www.todaysmeet.com/Arovista1130

  3. Sign Up for goal setting meeting • Vertical Articulation Notes • Duty Schedule (Revised) • Media Center Schedule (Revised) • Homework  • ½ Year Party • Julie • Other?

  4. Must Do’s • I Will Be Able To/We are Learning to/ I Now Know…… Language Arts and Math—explicitly posted Everyday Example: • Reading: Compare and Contrast 2 stories • Writing: Use Figurative Language to Describe Characters • Math: Subtract Integers • We DO—Guided Practice • Tell Your Partner • Talk in your group for 30 seconds • Work the first 2 problems together, explain how you got your answer • Focus on the Positive • Minimum of 5 Praise Notes per teacher per week

  5. Learning Environment • Walk quietly (or silently) • Be ready for learning

  6. PBIS • Focus of All Staff Meeting on January 11th PBIS • Baby Steps • Walk quietly (or silently) • Be ready for learning • Peaceful Learning Environments • Complete School Safety Survey in email Leslie sent by December 15th.

  7. Excellence Café • Problem: Explicit ELD Instruction for Level 1-2 • Part of a Solution: • ELD Program • Lena McCants 8:00-11:00 • 8:00-9:00—Grades 4-6 • 9:00-10:00—Grades 2-3 • 10:15-11:00—Grades K-1 • Your Ideas are needed tomake this work best

  8. Excellent Ideas • NES vs. Need of Support • Current 2nd and 3rd don’t fit the “Beginning ELD” program • 4th Grade Israel, Sheila • Jorge and Emily grouped together (Not during 8-9) • 5th Grade--Joel • 6th Grade—Denise (8:00-10:00) • Lupita, Briana, Oswaldo (Kinder 11:00) • Damian, Javier, Michelle? Stephanie? • 1st Grade Math 10:15-11:15

  9. Accelerated Reader • Many students have no idea how to find a good book on their own. The first time I asked my class how to find a good book, their overwhelming response was to look at the Accelerated Reader (AR) points or to look for a certain color reading level sticker. When I asked them what they would do in a library or store that didn’t have AR labels, they were baffled! Most students have never been taught how to select a “just right” book, so it’s critical that we introduce these strategies now. (Laura Candler)

  10. Accelerated Reader • An Arovista parent said: “I was so happy when my child met his AR Goal because we thought we would now have some free time.” Perception vs. Reality?

  11. Accelerated Reader • Points vs. Percent • Z.P.D vsI.R.L

  12. iPods in the Classroom Let’s Play http://arovista.pbworks.com/w/page/48437234/iResources

  13. Intentional Direct Vocabulary Instruction Tiered Vocabulary Not all words require instruction equally: Tier 1 – Basic Words – Most cannot be demonstrated and do not have multiple meanings, but students will need to know them. Sight words would be found at this level. Estimates indicate that about 8,000 basic words need no instruction. Tier 2 – Words occur in high frequency. Found in a variety of domains. E Estimatesindicate that there are about 7,000 words for tier 2 or 700 words per year. These words can have a powerful impact on verbal functions. Criteria: Importance to understanding the text Characteristic of mature language users Used across a variety of domains Potential for building rich representations of the words (multiple meaning words) Words that allow students to provide precision and specificity in describing the concept Words like: merchant, tend, fortunate, maintain, required, performed, benevolent Tier 3 – Words with a low frequency of use, often limited to special, specific domains. They are best learned when a specific need arises. (Content area words) Words like: igneous, metamorphic, Revolutionary War, economic

  14. Intentional Direct Vocabulary Instruction Intentional, direct vocabulary instruction is instruction that targets specific words and provides students with learning activities that develop in-depth knowledge of those words—or to know words well enough to call up from memory information about them as they see them in their reading—and with strategies to help students learn related words on their own.

  15. Safe Harbor • Focus on Hispanic and Socio-Economically Disadvantaged • Grades K-2: Kids that are High 2’s you can move to 3’s • Grades 3-5 Students who are 300-380 • Don’t let Proficient and Advanced Kids Float Away • Let Kids know the Expectation • Show them how they can growand tell them how you believe they can

  16. Teaching to the Test Not the same as Teaching the Test • Know your Blue Prints • What are the Essential Standards being tested • Expose students to how they will be tested • Work with Released Test Questions • Model how to look for incorrect answers • Model how to read and re-read a question and pick out key terms • When Asking Questions in Class—Use the vocabulary that is on the test and phrase questions in the same manner they are worded on the test

  17. Exit Card What are 3 things you heard today that you are going to strengthen or implement during 2nd Trimester? Please put your name on your card. Thanks!

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