2010-06-03

June 3, 2010 Room 112 12:00-3:30**
 * PLE LLT Meeting

Attending: Veronique Taylor, Debbie Pye, Kim Rollings, Donna Elmore, Nancy Rowan, Stacey Varone, Mary Teresa Maule Alft


 * Whole Class Reading Instruction
 * Pacing Guides: Dates for Harcourt Stories
 * Guidelines for GO! Chart selection (sign up?)
 * NOTES:
 * Review phonics progression for -au, aw, augh: Where does it occur in Harcourt? Where on the progress sheet? Are the words in the Harcourt anthology story or in the leveled Harcourt book? How does this impact the use of the anthology stories on the pacing guide?
 * Issue only the first trimester of the pacing guide so that calendar dates can be reviewed for accuracy, snow dates, etc?
 * GO! Chart: GradeK 2 fiction per trimester, individual teacher choice; 2 per trimester grade 1, 3 per trimester for grade 2, vary fiction/non-fiction, individual teacher choice; sign up on grade-level posters before each trimester; distribute story list to grade levels
 * August Professional Development
 * Plan for LLTs to share GO! Chart development work on 8/25 or 8/26
 * Reference web site with plans, pictures, links
 * Each of us shares one or two examples that we've done (Veronique, Debbie, Kim, Nancy R., mt)
 * Talk about collaborative planning
 * mt overview a "new way" of looking at the comprehension on the GO! chart; scaffolding; collaboration; critical thinking
 * Need regular ongoing planning time for this throughout the year for all grades
 * Review of:
 * Harcourt as a material, not a curriculum
 * NOTES: Need to repeat this at August inservice; need to revisit the purpose the use of Word Walls - presently has the high frequency words; funky chunk wall built throughout the year; strategy wall; focus on phonics rules as "generalizations"; integration of phonics within other reading systems (semantics, syntax)
 * Exploration of LA vs. worksheets
 * NOTES: worksheets in copy room are for choice; use purposefully as opposed to packets; awareness of student's independent work level
 * Phonics instruction & assessment
 * Distribute the protocol from last fall again
 * Word lists are used for pre/post assessment, but not for instruction; using other words for exploration
 * GRR within LA instruction: with GO charts, for example
 * Kim: Share funky chunk wall with faculty
 * Management of assessments this year
 * Phonics pre/post test
 * Phonics pre/posts do not go home; discard - remove the names
 * Status of the Class sheets
 * Follow the grade book policy
 * June 10 LA folder review day
 * Need to revisit work folders and organization; where to store the LA folders
 * The reading specialists are going to organize the folders on the 10th - revisit this with Kristin, regarding the Title I aides for support
 * Starting next year, in June, Grade 1 should discard the Stage 6 and below documentation for all students who are Stage 8 or higher?
 * NOTES: How can we support students in grade 2 who haven't mastered Grade 1 phonics & spelling? Teacher in grade 2 need access to materials.
 * NOTES: Revise Progress Sheet: MAP score area; add CRI to Stage 11; change first comprehension box to "Trade book rr prior to ending book level or F&P rr"
 * Read Naturally: Stacey will address Grade 2 next year at end of first trimester. Students in grade 2 are on level Stage 9 in mid-January; ok to refer students to RN in December/January who have all of Stage 9 except fluency.
 * Lead Teachers for next year
 * Next year’s goals:
 * For the Building
 * Whole Group instruction
 * Phonics instruction & assessment
 * Running Records
 * Writing Workshop
 * For the LLTs
 * Literacy Centers
 * Small Group instruction
 * Writing Workshop
 * Summer Work – need to submit plan now
 * Focus on writing