Notes: October 3, 2002

East San Jose

Silvia talked about how math, especially as it is tested on the Terra Nova, actually has a lot of language requirements (reading and writing). We liked the idea of having math words on the word wall. We should pull out the key vocabulary for each grade level. We could use the words on page 25 as a guide. We might be able to pull a few words per chapter.

Rachel said that she has noticed that her students have difficulty with the directions and seem to have problems with words like:
· number
· circle
· count
· add

We talked about the importance of low frequency vocabulary for second language learners in comprehension of text. And then, finding out what are the important words that we can use for word walls. We also talked how this is equally important for even English speakers, who might not have as much experience from home with the same kinds of vocabulary that are required in school.

Another important point was working with students during math to ask students to go beyond providing the “right” answer to more elaborate answers that demonstrate their reasoning. And also helping their peers learn different ways to figure out the answers. This might also help us really understand how well they really do understand how to figure out the answer, especially when they are working together at tables. One idea is to walk around the room and ask different students (maybe one per table) a question, like “what word(s) helps you figure out how to do the problem.” Rachel suggested that maybe during game days, small groups of students could work with the teacher on math conferences. Diana also suggested that we really need to model asking questions, like those in the article, when we are teaching the class.

We talked about a few different ways to take quick notes on observations, notes cards, post-it notes, and Erica uses a spread sheet where she makes notes when looking at their written work.

We started talking about grouping arrangements. Erica is finding that her students, even those who are working well, do not want to work in groups -- they like sitting in rows. Rachel is trying to figure out her room arrangement. We talked about a lot of the problems and dilemmas and the real impact that the classroom physical environment has on behavior.

We talked about assessment and trying to figure out how to assess behavior. Ecological assessment, where the focus is on the facilitating contexts. Also, you can look at the A, B, Cs of behavior: the Antecedent, the Behavior, and the Consequence.

We then got back to the articles and talked about how you could use curriculum based assessment for word patterns. We bounced around some more ideas for recording data on students. Overall, one thing that came up through most people was the importance of finding a system that works for each person. Erica brought up that just as for us, student also need their own organizational system that works for them.

We then moved into the computer room and Rachel and Lupe presented some graphic organizers that they have. Diana took those notes, which will be added soon.

Graphic Organizers for Guided Reading

All these organizers can be blown up into poster size at APS Graphics and then laminated for class use.  Some teachers store them on skirt hangers on a rolling closet stand.  Many of these are available from Frank Schaffer.
 

• KWL charts (SQA in Spanish)- laminated and filled out with dry erase markers
• Who?, What? Where? - whole class modeling, later students can fill out on their own
• Web, Story Web, Webs with different shapes according to the information to be filled in  - can be used to focus in on Word Choice
• Authors explain: who?, what? when?, where?, how?, which? - use as a prompt to get children to talk about what they read and what they write.
• Beach Ball activity (can be done with dice as well) - each   Y stripe color corresponds to a comprehension question on a poster (literary analysis) of a story they are reading
• Word Strategy Poster - word attack skills - questions that help children figure out what a word is and then at the end what it means (using the picture, recognizable word parts, syllables, context, rereading, sensible guessing, reading the word in the sentence to see if it makes sense.)
• T tables and Venn Diagrams for making comparisons
• Character Feelings chart
• A character study (who?, did what?, when?, where?, why?

There is a direct alignment with the standards and the information accessed through these graphic organizers.

Question:  What do we want to do with all these and how do we use these to assess student progress?
 Ideas:  checklists, rubrics, rating scale

We will work on creating these the next time we meet.
 

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