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What else do you notice in the curriculum guides that you want to talk about?

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All Priority Indicators should have at least 2 CFA's before they are tested? These CFA's should be talked about as a team so you can help shift instruction. Please include Melissa in as many of these conversations this year as possible. Use the Data Analysis document for each CFA this year when you have conversations. CFA's are pointless and just another test, unless you dialogue, analyze, and shift instruction based on them! On a scale from 1 (lowest)-4 (highest)- how well did you team do with conversation and shifting of instruction this year?

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Check out your new CSA's! You should notice the "scale level" of each question listed. This will help you identify where students are at in the learning. CSA's are a work in progress but we have started the realignment process. What do you notice about yours?

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Check out Step ONE in the proficiency scales tab to see when priorities are taught and reinforced. You have all those opportunities to show your students have mastery. How does this make you feel?

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All are written in student friendly terms to be printed and used! They may not be perfect! PLEASE give feedback and try modifying or changing if needed, but share it with Toolbox! Are you ready to dive in and use some of these with students?

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Check out the list of priorities!  How will this help you with curriculum for each lesson?  Do you feel like you have permission to start making more decisions about what to teach knowing these are priorities? How many priorities are in Unit 1 for you?

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How will you post learning goals for this independent learning time that needs to be valuable to students? Students should know the purpose of their work time.

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If technology is being used it should mainly be for 5 C's activities. Typing Club is part of the curriculum, so that is an exception. If students are listening to reading, we need multiple kids sharing the device. Do you have a Rockstar (splitter for headphones)? What will you need to think differently about for rotations for your kids this year?

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With the addition of MAP testing, we will try doing some skills groupings during GR this year at 3 different times.  These groups will be 2-3 weeks long and could stay the same or flex during this time frame.  Timeline is end of 1st quarter (October), end of 2nd quarter (December), end of 3rd quarter (March).

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Yes, even GR has goals - you plan for them. How did you post them and engage students with them last year? Or how do you see making this manageable this year?

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Test What they Need, not what they Know!

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Test What they Need, not what they Know!

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As we do RR's this year, our questioning should align to what we are teaching our students, not just questions about skills we know they have already mastered. Are your Instructional RR's showing that students are ready to move? Independent means we held them too long? Why are seeing a match or mismatch?

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I have new updated materials for the kits that align the questioning rigor to the new F & P scoring. Who will be responsible for putting the new items in your kits as they are received?

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We are great at asking questions to see if they comprehend, but do we TEACH the comprehension? Is there a comprehension skill you struggle to teach kids and want to learn more strategies for teaching?

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We started anecdotal notes last year. This year, lets make them a habit! Primary- always take notes on Day 1 of GR lessons. Intermediate- take ongoing notes throughout the books or lessons.

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You have already told me which unit you want support with this year. I will email you to plan prior to it's start.

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You all do it, but are you taking the anecdotal notes? Do you have a method to your madness or want to talk further?

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Let's take time to double-score a few more together! Take a look at the calendar and plan a PLC, Plan Time, or In-Service Day to plan with Melissa. Insert the dates below.

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Just like stating your objectives to start the lesson, you MUST come back and bring closure to the writing and the lesson for the day. How have you done this or will you do it this year?

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Curriculum guides tell you what is a NEW skill or a REVIEW skill. This will help you plan differently for grammar. Year 3 of grammar. . . will we start seeing a difference? What did you notice from Year 1 to Year 2?

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We still believe this should be the largest percentage of the workshop. Students must be writing for 20-25 minutes of the workshop time. There will be days that you can still get in 30 minutes and students will need that.

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With shortened workshop times, comes very succinct mini lessons! They must remain no more than 12 minutes! You can still take 10 min. for Word Study Instruction once a week. How can you look at integrating grammar into the mini-lesson? Or how will you keep that grammar lesson at 5 minutes? Reach out for help if needed!

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We have reduced Writer's Workshop as a building to 45 minutes. We must protect this 45 minutes. Take a look at your schedules. How will you manage transition time to maximize your reduced time

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Have you been in to watch the training on typing? What questions or concerns can we talk through?

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How will you find time to share the love of reading with a Chapter Book or Author study? A classroom sign will be posted in the library windows that you can either replace as needed or email Melissa to replace!

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How can you get to know your students better as readers?