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Here's my AVID strategy using prediction with Benchmark. :)

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We talked about Skimming to make predictions. We gave them a passage, asked them to skim, and then make a prediction using a sentence stem.

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(Made a video..but it was too big!)

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Making predictions from the title/cover, illustrations, and text using sentence stems.

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Two of my students were given a calculator on the Math Map, but the other were not? Is this something the program decides on its own?

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Resources for reports

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will parents be able to access scores online?

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Video overview of the Measures of Academic Progress (MAP) system

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Sample Parent Letter - Introducing MAP Growth

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Sample Parent Letter - Introducing MAP Growth

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Elementary Assessment Calendar 2019 - 2020  

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These are some of the definitions from the front of the report cards...
Definitions:

ELA

Demonstrates an understanding of the TEKS for:

o   Comprehension: Understands word meanings, gets meaningful ideas from the text read and draws inferences.

o   Use of Strategies: Uses meaning, structure, and syntax.

o   Decoding: Automatically translates letters or spelling patterns of written words into speech sound identify words quickly and focus on the meaning of what is read.

o   Fluency: Translates letters to sounds to words fluently and effortlessly and understands what is read.

o   Listening/ Speaking: Listens for and responds appropriately to directions and questions; participates in rhymes, songs, conversations and discussions; asks and answers relevant questions and makes contributions in small or large group discussions; uses appropriate vocabulary to clearly describe ideas and feelings.

o   Selection of topics/Writing in varied situations: writes for a variety of audiences, purposes, forms voice, and style; develops coherence; uses progression; and logical support of ideas; precise wording.

o   Grammar and Usage: Understands subject-verb agreement, adjectives and adverbs, verb tense, pronoun case, homophones, and makes appropriate choices.

o   Conventions of Writing: uses correct spelling, mechanics, and handwriting.

Mathematics

Demonstrates an understanding of the TEKS for:

o   Concepts: exhibits basic mathematic skills and understanding.

o   Operations: uses mathematical operations to solve problems.

o   Applications: uses a variety of strategies to analyze, evaluate, and solve problems.

Science

Demonstrates an understanding of the TEKS for:

o   Concepts: includes life science, earth/space, and physical science.

o   Processes: uses skills, processes and equipment.

Social Studies

Demonstrates an understanding of the TEKS for:

o   Concepts: understands history, geography, citizenship, and culture.

o   Skills: applies critical thinking map skills.

Technology

Demonstrates an understanding of the TEKS for:

o   Knowledge and Skills: uses keyboarding, understands telecommunications and ethics, and electronic communication concepts.

Health

Demonstrates an understanding of the TEKS for:

o   Knowledge and Skills: understands personal health and responsibility, interpersonal skills, human growth and development., and community health.

Grading Scale:

o   4 = Independently uses and demonstrates a comprehensive understanding of the knowledge and skills.

o   3= Uses and understands most knowledge and skills.

o   2= Uses and understands some knowledge and skills, often requires support.

o   1= Very limited understanding and use of knowledge and skills, requires almost constant support.

Accommodations/ Modifications:

o   S= Special Education and content is modified by ARD

o   A1= Accommodations with extra depth in instruction to provide challenge.

o   A2= Accommodations to provide support ie shorted assignments or oral testing.

Explanation of Letter Grades

o   E= Consistently demonstrates

o   S= Satisfactorily demonstrates

o   N= Needs improvement

o   U= Unsatisfactorily/ rarely demonstrates

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This is a great strategy for remembering the steps to attack questions

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How will we support our students with TELPAS?

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How will we support our students with TELPAS?

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This is the Art Project (we also created 3D tissue flowers) and the AVID sheet is on the back of their artwork, which they copied to their Seesaw Journal as well. Will be posted on walls for Multicultural Awareness NLE Event.

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Instead of the traditional way of playing Tic Tac Toe, students are challenged to spell their weekly spelling words correctly in order to play on the board! RIGOR!👏🏿

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I used the Frayer Model to raise the rigor with my second grade Tier 2 students. We used the word arachnid.

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This lesson was about acts of kindness using an AVID Weekly. We used a quick write, word bank, 2 column notes, and annotating the text better understand Act of Kindness to a refugee family.

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We established a purpose for reading, determined what skills we would need to read like content experts, used A/B partners, P.A.T. (Pay Attention To) List fill in the blank while watching the video, students chunked the text, students completed Vocabulary Bars during their first or second read, to help them process students completed sketch notes while reading, to extend students answered questions that had them evaluate what they read and make judgments about GMOs.

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Olibrice-                                  The lesson: Use coordinating conjunctions and a comma to produce compound sentences.  

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Olibrice-                                  The lesson: Use coordinating conjunctions and a comma to produce compound sentences.  

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First, we made a three column note sheet for coordinating conjunctions, FANBOYS. Then, students were given short sentences to practice joining two sentences. Later students wrote their own simply sentences to  produce compound sentences with a comma and conjunction.

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PE WICOR-using 4 corners and collaboration

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PE WICOR-using 4 corners and collaboration

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Here is the evidence from the lesson posted above. Some were better than others. Getting them to attack nonfiction text rather than just say the words is a work in progress like all other things.

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1st Grade EL Students raising the rigor by recording their written responses.

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Ms. Smiddy, Miss Berk, and Ms. Cerda's Page

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Flipgrid is where social and emotional learning happens! The leading video discussion platform for millions of PreK to PhD educators, students, and families.

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1st grade used the frayor model to attack a difficult AVID Weekly passage.

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We focused on answering the following question:  How might acts of kindness inspire hope in others?
We read and discussed a Washington Post article titled: He gave her a bike when she was a refugee.  Decades later, the internet helped her find him
We did quick write about a time that we experienced uncommon kindness and the ended with a carousel brainstorm in which the essential question:  How might acts of kindness inspire hope in others?

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Gonzalez 6th- AVID Note- Taking: Calypso music of the Caribbean. Sample 1

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Gonzalez 6th- AVID Note- Taking: Calypso music of the Caribbean. Sample 1

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First, students listened to Calypso music playing in the class from Youtube,https://www.youtube.com/watch?v=eheSF9bmQmM. Then I asked probing questions, such as Where do you think this music originated from? What instruments do you hear playing? What does this type of music make you think of? Students shared with their table group, then shared out with the class. Next, I modeled how set up their AVID notes and the essential questions on their copy. Then, students read a brief passage and Google slide about the origins and cultural diffusion of Calypso music.

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Avid Weekly + Mind Map SEL Lesson (2nd Shipley)

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Avid Weekly + Mind Map SEL Lesson (2nd Shipley)

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WICOR Strategy - Stand Share Sit for Collaboration and Color Coding for Organization
We analyzed multi-step word problems and focused on keywords using 4 main colors to represent an operation. Students were grouped together and their jobs were to share a keyword and what operation it represents with the group.

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Gonzalez 6th- AVID Notes taking: Calypso music of the Caribbean. Sample 2

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Gonzalez 6th- AVID Notes taking: Calypso music of the Caribbean. Sample 2

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After reading, they turned and talk what they read with their table partners. They collaborated and wrote own notes from what they read and discussed. They finished with a writing summary of what they learned.

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Gonzalez 6th- AVID Note Taking: Calypso music of the Caribbean. Sample 3

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Gonzalez 6th- AVID Note Taking: Calypso music of the Caribbean. Sample 3

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With everyone on the carpet, I read the book In My Heart by Jo Witek.  On each page, the author talks about one specific feeling.  I asked three students to share a time they had experienced each feeling.  After finishing the book - we talked about how we show some feelings to everyone but some feelings we feel better keeping in our hearts.  The kids popcorned out the different feelings that we could have.  The students then went to their desks and drew a big heart and wrote the feelings that they want to keep to themselves inside the heart and the feelings that they want to show to everyone else - outside the heart.  (I forgot to take a picture of the results...  :(   )

~Anita Sorensen

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We cut up a 5 problem worksheet and glued each problem on a separate poster. Groups then used markers to analyze, create an equation, and solve the equation to divide a whole number by a fraction. Then one student per group stayed at their poster and share their work while the rest of the group rotated to another group. This rotation continue until everyone made it to all 5 posters.

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5/6th grade ART experienced cooperative seating for their culturally diverse activity: both ability and behavioral grouping to synthesize the creative process of collaboration and networking.  Student teams worked together to create a GoogleDoodle with the theme "Chinese New Year" (subject of our next art project to jumpstart background knowledge allow them to synthesize or experience "the creative process" -networking/feedback/collaboration- all necessary for a successful "design" and/or project.  I created an "Activity" in SEESAW which included RESOURCES - instructions, visual resources (the handouts), as well as their rubric (grading objectives). And they will annotate their contributions in the collective design - explaining -via text, pictures, icons, audio, etc. their contributions in the completed design.

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In my third grade class, we've rearranged the classroom to make new nameplates and re-introduce ourselves to someone we don't normally talk to. I plan on switching it up every month until the end of the year.

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AVID Strategies: graphic organizers; 2 column notes; research; table group collaboration; highlighting important facts; writing our own summary

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For Black History Month, we had our 1st and 2nd grade EL’s watch short videos about Rosa Parks, George Washington Carver, and Ruby Bridges on brainpopjr, had discussions on the impact of these amazing individuals, and then had the students complete an information sheet.

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For Black History Month, Ms. Baumgartner had students do a research writing project and an illustration of a significant African-American man or woman. Students in my Science/Social Studies enrichment elective did a one pager about famous African-American athletes who broke racial barriers or were champions in their respected sport when America still had Jim Crow laws in the South and segregation in sports. We posted in the hallway the research work and portraits the 6th graders did of these extraordinary human champions.

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Students worked on PROBE notebooks with a focus on BHM. Students chose a historical figure and researched on the biographies of the historical figures.

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PROBE product 2/2

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3rd grade students explored a variety of famous quotes from historical African American figures . They interpreted why the quotes or "words" were powerful for others to hear.

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In Student Council, we read quotes from influential people in the Civil Rights Movement. Students visualized what the quote meant to them and made a one pager. We debriefed and opened up the conversation as to why BHM is not just for African Americans, it is for All Americans and it is American History- Spawkins

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Heroes in our own lives.

Students brain stormed important African Americans in their own lives. Students then wrote about them and shared why they were an Inspiration to them.

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Meador- We were working on opinion writing. Students used sentence stems to write their opinion on Black History Month.

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Fourth grade researched black history heroes and summarized information in various ways. Mr. Aleman's classes created Slides presentations and/or one-pagers. Mrs. Olibrice's class created biography foldables.

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My class traced their hands and wrote positive words on how everyone is equal no matter what color their skin.  5 & 6 year olds don't see color, they see friendship potential.  Words included equal,  support, helpful, Martin Luther King Jr., character....We also had hearts of all sizes coming up from their hands like a huge breeze of love!

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Ms. Washington did a presentation for my students to speak to them about how she helps students with dyslexia learn how to read, as well as her culture and heritage, and why Black History is important to her.

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Our class read a book about Dr. King. We discussed 3 reasons why he was an important figure for our country. We then organized/ recorded our responses onto a graphic organizer.

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NLEArt - 2nd AtHomeLearning
Manipulating and uploading into GoogleClassroom (week 1!)

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(no prior GoogleClassroom experience!) 2nd Grade !!