*ILT – please add, delete, or clarify anything here that I didn’t record correctly.
The ILT had a productive and thoughtful discussion about our next logical steps to analyze student writing and deliver quality instruction through collaboration. Secondarily, their goal was to create a cycle of looking at student work to improve instructional practice that would be the norm for the 2012-13 school years. So, here’s the plan.
1. Extend the window for Implementation of our Response to Literature prompt between now and April 21st. The school-wide prompt has been modified to make it a true opinion piece. “Choose a character from the story. Does this character show industriousness? Why or why not? Cite examples from the story to support your opinion.”
2. Teachers will bring all student work from this prompt to the grade level collaborations on April 23, 24, 25 and 26. LASW: What does the student need? What does the teacher need to support this student? – Read work that does not belong to you. 6 pieces of work. Separate work into piles 1,2,3,4. Discuss noticings, and create a plan.
3. Your grade level discussions will be focused on the areas of need that were discovered during our Feb 11 LASW activity. (notes attached at bottom).
4. The discussion around student work will be used to develop a grade level common lesson on Friday, April 27th.
5. Friday May 11th teachers will bring back student work created from the aforementioned common lesson to analyze growth based on the targeted skills and subsequently developed instructional plans. The ILT will also seek input on the validity of this learning cycle so that it can be improved and modified for use in the next school year.
Summary of Notes from Feb 11 LASW on Responsibility
|Grade Level||Students Need||Trait Focus||Potential Texts|
|Kinder||Work on adding details, vocabulary development and varied sentences||word choice,organization||The Little Red Hen|
|1st||organization – need to state topic, use key words, and demonstrate structure||organization||No Recommendation|
|2nd||structure and organization||organization||The Ant and the Grasshopper|
|3rd||opportunity to practice skills of extracting evidence from text||Ideas||No recommendation|
|4th||word choice, transitions, explain evidence||Tops and Bottoms The Berenstain Bears and the Messy Room|
|5th||stronger transitions and introductions – more thorough explanations||Organization||No Recommendation|
|6th||Sentence Variety||Sentence Fluency||The Ant and the Grasshopper The Young Rooster (Arnold Lobel Fable)|