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-Explicit instruction is crucial, but revisiting the skill as a review in application also needs to be a part of your instruction.
-We want students to see what they have learned and transferred.
--Interactive writing can help bridge the gap for guided release of application.
-Looking beyond the pattern within the word sort (i.e. look at grammar, part of speech, vocabulary).
-Vocabulary Word Wall

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-1st grade: Watched how to use MM vocabulary words in interactive writing.  Watched word study rotation/activity menus. The Menus had a mix of reading and writing the words.

- 3rd grade: We watched a revision lesson in their informational writing pieces. Students looked for affixes, simple, compound, and complex sentences and recorded findings on white board. They used subordinate conjunctions displayed on the projector to turn simple sentences into complex sentences.

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- same essential standards with each grade across the district
-integration of grammar, spelling, vocabulary into our word study routine
-maintain differentiation or customization
-Use WTW resources in a flexible way
-share different scope and sequences with language standards across genres of writing
-implement word study  instructional strategies that are embedded in reading and writing
-planning is important

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-possibly work within schools next year to share ideas learned this year; incorporate site visits throughout the year as our meetings
-somehow develop a way to train the new CLT members about the things we learned this year
-read the interactive writing book and talk about it
-read and review Jan Richardson's work
-meet with all grade level teachers in district around work
-Common Resources needed: spelling rules and progression
-Is DOK a common place to start with the district?

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- Explicit with teaching vocabulary after students have been exposed to the text (parts of speech, root words, prefix and suffix) and connect and transfer skills
- Challenging word protocol (Isabelle Beck) and being more intentional when noticing words while reading
- Reading Conferences (Dorothy Barnhouse)
- Interactive read aloud anchor chart - add vocabulary words related to texts and related visual images (can even color the index cards related to parts of speech) and students notice the word in their own text by tally mark and writing sentence on sticky notes
- select vocabulary words with multiple meanings and balance exposure to vocabulary strategies vs explicitly teaching vocabulary words

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- Power and engagement of mentor sentences and using a mentor text students are familiar with
- Use simple strategies to assess students writing work by having students highlight target grammar or convention skills during revision phase

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- Scope and sequence of grammar and language skills
- Balancing new CLT members vs current CLT members who are departmentalized by ELA and possible internal movement at schools and grade levels
- Cohesive instruction and routines for spelling, vocabulary and grammar
- Cohesion with effective routines (i.e. mentor sentences)
- Outline recommendations for core components (non-negotiable)

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- interactive writing (see it in others classrooms has been helpful - takes away the unknown and provides more confidence to try something new)
- Videos from Annie D.
- observations (seeing a strategy in action) and seeing others schools
- explicit phonics instruction (cyclical)
- referring back to anchor charts or visual cards (OG cards, Harcourt) with spelling patterns and signal words
- confirm and name what we believe as a district about word study
- assessment guides instruction - helps us to know which students to go deeper with and differentiate within the pattern and assess the pattern not the word list
- knowing the "why" behind the pattern (rules)

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- multisensory strategies (segmenting and blending)
- explicit phonics lesson - encoding and decoding
- differentiate within the skill (different groups need different support and practice)
- interactive writing to incorporate grammar skills
- using mentor text - integration of vocabulary and grammar using the same mentor text - routine based
- challenging vocabulary

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- align scope and sequence (set benchmarks and essential vs non essential patterns) - will make us stronger as a district
- mentor sentences (2-6th) - to teach grammar, concepts of print, vocabulary, conventions
- interactive writing (K-1) - to integrate the teaching of grammar, phonics in context, conventions, concepts of print

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- collaborate and plan with other teachers in grade levels across schools (ie. each school focuses on a nine weeks, etc)
- CLT members should share with their team practices observed and studied from this year
- Determine how we scale the experience
- Create a video library and incorporate with the reading coaches PD
- Invite others to be involved next year as a CLT member (to encourage more ownership on each grade level team)

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- being intentional with focus skills
- More explicit with instruction - students need more than just exposure
- Embedding focus skills into reading and writing opportunities
- Understanding what skills are necessary for each grade level (need a grammar progression - standards are very vague)
- Understand the job of parts of speech and realize how language works in different contexts

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-Word study is more than just spelling- it encompasses vocabulary, spelling patterns, and grammar, and it should be embedded and applied throughout the reading and writing workshop
-Mentor sentences as strategy for grammar instruction
-Vocabulary word walls, particularly integrating parts of speech and targeted spelling patterns with meaning of words

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-Mentor sentences- using mentor sentences to have rich grammar discussions in 3rd and 5th grade
-Osmo for word study in 5th grade at CES

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-Common scope and sequence for spelling patterns and grammar skills
-Mentor sentence routines in all 3-6 classes- Can we develop common "color coding" for parts of speech? Would be nice to have same color coding consistent for K-6.
-Word study embedded for application in writing workshop.
-Common understanding that word study is more than just word sorts-- includes grammar, spelling patterns, and vocabulary, and is taught/practiced with variety of effective strategies/routines

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-Would like everyone to participate in CLT next year. Shared learning creates cohesion on teams in planning and practice
-Scope and sequence for spelling patterns and grammar skills in 3-6
-Common resources across district