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Goal:  Use the Herringbone strategy on a specific concept currently working on in class.
Measurable:  Whether or not used?  Chapter test?  Bring in examples of student work.
Attainable:  Within current chapter/section by content levels.
Realistic: Specific to content/subject.
Time:  Before October 31st to bring in and share during Literacy training.

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Special education teachers will use Vocabulary Cartoons to introduce a new subject or concept. Each student will have a copy of the cartoon and they will write their thoughts and opinions on their papers. Students will then get into small groups (no more than 3 or 4) to discuss/show what they took away from the cartoon. Lastly students will share as a class their thoughts on the cartoon. Students responses will be recorded and collected and brought to the literacy PLC on October 31

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All World Language teachers will use the Herringbone Technique with a level-specific, common piece of writing to analyze the purpose, audience and context in preparation for midterm and final writing exams. Students will use the technique to analyze a piece a writing and also to organize their own piece of writing. Results will be shared at the October 31 meeting.

Summary of Discussion:
We discussed the different ways that the Herringbone technique was used. We agreed that modeling the activity first makes the strategy more effective. We shared different ways that we used the Herringbone strategy. Many of us used it for both reading and writing (in preparation for the final writing piece). We found that it is difficult to measure whether or not the strategy was effective. Therefore, we agreed that continued used of the strategy is one way that we can see if this strategy is, in fact, effective.

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Smart Goal #4
PE teachers will use the Think-Pair-Share strategy by asking students to describe the reasons for workout of the day. Students will then pair up and discuss its effectiveness. Finally, students will share with the whole group their findings and if it can be improved. Student responses will be collected and  brought to the Literacy PLC on October 31.

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Literacy Strategy #9: Herringbone.

Science teachers will use the Herringbone Technique to assist students in developing skills in technical reading mastery. Â Each student will read a teacher-selected textbook passage or article and complete the Herringbone diagram. Student responses will be collected and brought to the Literacy PLC on October 31.

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English teachers will modify Literacy Strategy #3: Annotation, and bring in student samples of low, medium, and high student participation to share at the October 31 Literacy PLC.

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Literacy Strategy #7 FCS teachers will use the Silent Read/Partner Read/Table Group Read/Whole Class Read strategy. They will use this strategy to analyze six different chapters that cover a variety of foods.  Students will first individually develop a KWL chart for their groups' topic.  They will then discuss their KWL with a table partner.  The group then breaks up the chapter into sections and divides it up among group members. Students develop a PP from information shared to teach their chapter to the class. The class takes notes on each of the chapters presented. Student work will include their Notebooks that contain their KWL and notes from each presentation and the group PP.  Examples will be brought to the literacy PLC on October 31st.

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Industrial Technology – Literacy Smart Goal #1

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Industrial Technology – Literacy Smart Goal #1

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Literacy Strategy # 4 – Think-Pair-Share

Metals/Wood: In pairs of two, students will begin the lesson by trying to match two sets of cards. One set will display a hand tool and the other will provide a description for how the tool is used. Each group will discuss and match the two sets of cards. (An additional component could be to add a vocabulary card-name of tool.)

When students have completed the task, the teacher will present a PowerPoint to confirm the matching of each tool along with the explanation of how the tools are used.

Assessment would follow in Illuminate. 85% or better of students will pass the assessment.

Agricultural Leadership: As a lesson of an overall unit, students are paired into groups. Each group receive a statement card explaining one of the FFA Emblem elements. Students discuss and interpret what they think is the meaning on the statement card. Students then write their interpretation of the Emblem element on their card.

The teacher will present a PowerPoint which will clarify each of the FFA Emblem components.

Students will receive an Exit Ticket asking them each to recall one of the FFA Emblem components. 85% or better will be able to recall and write on the Exit Ticket a correct FFA Emblem description. Other assessments could include an Illuminate pop-quiz, or a class review in partners.

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Literacy Strategy #4: Business teachers will use the Think-Pair-Share strategy. Students will individually research and write a short summary of a business related current event. Each student will share their current events with their partner/group and report out to class for a discussion. After discussion, we will conclude the lesson with a short Q & A session which will check for understanding. Student work will be collected and brought to the Literacy PLC on October 31st.

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Students will read a portion of text, write a short individual response, share with a partner, modify response, share with class, do a final modification. Each student will have a response that reflects meaningful progressions related to steps in the activity

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SMART Goal:  Try one Think-Pair-Share activity before October 31st.  We will measure the goal by whether or not we did the assignment with our classes.