10-30-08

October 30, 2008
Room 210 12:00-3:30

__D.E.A.R.__ Notes:
 * List routines
 * Understanding of purpose of D.E.A.R.
 * Needs?
 * Scheduling: DEAR will follow the RtI schedule, which is not developed yet
 * teach/model 2-3X week during Morning Meeting
 * during Literacy Work Stations after training (optional)
 * during Morning Meeting after training (optional)


 * Promoting DEAR: For the January start:
 * posters around school (similar to WOW! posters from PTA Reflections)
 * teacher t-shirts
 * stuffed animals reading books in corners around the building
 * announcements
 * comprehension strategy for the week?


 * __DEAR Teaching Points:__ //Distribute as a handout if we meet on Monday, November 3.//
 * Selecting a Just Right Book
 * Picture Reading: difference between a picture walk and telling the story using the pictures
 * Reading Wordless Books
 * Modeling DEAR through think alouds
 * Fix-up strategies
 * Re-reading
 * Selecting books for the week and putting them in the DEAR box/bag
 * Can ESL teach DEAR routines to monolingual students?
 * What is it like to sit and read for 15 minutes?
 * Unknown word strategies: post-it note lessons, student bookmarks (make a new bookmark)
 * How to care for a book
 * What DEAR sounds like/looks like
 * When to choose books
 * How to organize the classroom library
 * Books from home or the PLE library
 * How to keep the books organized in the bag/box and put them back in after DEAR
 * How to use comprehension strategies when reading independently: eg rereading, making a picture, setting, questioning, making a connection, read slowly
 * Noticings & wonderings


 * __Consistent DEAR routines within a family__: //Try to schedule family meetings for Monday, November 3 to discuss this.//
 * Need an LA meeting for each family to determine consistent routines & vocabulary
 * Where do students sit?
 * Do students use whisper phones?
 * Do students all have to use the same book carrier: ziploc bags, boxes, totes... If the same within the family, what will they be?
 * When can students change books?
 * How many books should each child have in the bag/box?
 * Can the teacher play music?
 * How do we care for students with peanut/nut allergies? (consider this when student groups are formed)
 * Can students have stuffed animals?
 * Should teachers use a timer?
 * What are the bathroom policies?
 * What is the acceptable voice level?
 * How do we share "need to know" information (when student groups are formed)

Effect of Stage Revision
 * Use of unfamiliar text at all stages
 * Suggestions for introducing students to reading unfamiliar text: moving from instructional to independent reading within a guided reading lesson

Notes:
 * Use the leveled Harcourt books for the classroom running record; use the questions in the back for a comprehension check
 * Model the reading process through a teacher think-aloud
 * Chunking the text
 * Do running records with higher level familiar text also, to gauge progress towards unfamiliar text reading
 * Have students learn to create a purpose for reading; turn the prediction into a purpose for reading; predict using story elements; teaching precise predictions - use author & illustrator clues; purpose-setting & prediction teacher think-alouds
 * Kindergarten will revise the Stage 2-5 retelling rubric

Common LA Assessment
 * Assessment Day - Student Response
 * Bubble Sheet "Bumps"
 * //Performance Tracker//: Viewing the results from the spring 08 pilot
 * Accessing the data - what are the steps
 * Reading the reports in PT
 * Planning for Data Analysis & Collaboration