Aug+24

 

** OTE Team Meeting Learning Log **** Date:  ** ______________________  


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<span style="font-family: 'Arial Narrow','sans-serif'; font-size: 8pt;"> <span style="line-height: normal; margin: 0in 0in 0pt 0.5in; mso-list: l1 level1 lfo1; text-indent: -0.25in;"><span style="font-family: 'Arial Narrow','sans-serif'; font-size: 9pt;">1. Start and end on time <span style="line-height: normal; margin: 0in 0in 0pt 0.5in; mso-list: l1 level1 lfo1; text-indent: -0.25in;"><span style="font-family: 'Arial Narrow','sans-serif'; font-size: 9pt;">2. Be prepared with all materials, forms etc… <span style="line-height: normal; margin: 0in 0in 0pt 0.5in; mso-list: l1 level1 lfo1; text-indent: -0.25in;"><span style="font-family: 'Arial Narrow','sans-serif'; font-size: 9pt;">3. Be here and no place else <span style="line-height: normal; margin: 0in 0in 0pt 0.5in; mso-list: l1 level1 lfo1; text-indent: -0.25in;"><span style="font-family: 'Arial Narrow','sans-serif'; font-size: 9pt;">4. Be positive and open-minded <span style="line-height: normal; margin: 0in 0in 0pt 0.5in; mso-list: l1 level1 lfo1; text-indent: -0.25in;"><span style="font-family: 'Arial Narrow','sans-serif'; font-size: 9pt;">5. Stay on topic <span style="line-height: normal; margin: 0in 0in 0pt 0.5in; mso-list: l1 level1 lfo1; text-indent: -0.25in;"><span style="font-family: 'Arial Narrow','sans-serif'; font-size: 9pt;">6. Maintain an atmosphere of sharing and trust <span style="line-height: normal; margin: 0in 0in 0pt 0.5in; mso-list: l1 level1 lfo1; text-indent: -0.25in;"><span style="font-family: 'Arial Narrow','sans-serif'; font-size: 9pt;">7. Seek first to understand <span style="line-height: normal; margin: 0in 0in 10pt 0.5in; mso-list: l1 level1 lfo1; text-indent: -0.25in;"><span style="font-family: 'Arial Narrow','sans-serif'; font-size: 9pt;">8. Be solution-focused <span style="font-family: 'Arial Narrow','sans-serif';"> || <span style="font-family: 'Arial Narrow','sans-serif'; font-size: 10pt;"> __<span style="font-family: 'Arial Narrow','sans-serif'; font-size: 10pt;">Norms Reviewed __<span style="font-family: 'Arial Narrow','sans-serif'; font-size: 10pt;">: Yes_____ No_____ <span style="font-family: 'Arial Narrow','sans-serif'; font-size: 10pt;"> __<span style="font-family: 'Arial Narrow','sans-serif'; font-size: 10pt;">Instructional Focus __<span style="font-family: 'Arial Narrow','sans-serif'; font-size: 10pt;"> <span style="font-family: 'Arial Narrow','sans-serif'; font-size: 10pt;">Where we are in: <span style="font-family: 'Arial Narrow','sans-serif'; font-size: 10pt;">Reading ____________________________________________________ <span style="font-family: 'Arial Narrow','sans-serif'; font-size: 10pt;">Math _______________________________________________________ <span style="font-family: 'Arial Narrow','sans-serif'; font-size: 10pt;">Writing ______________________________________________________ <span style="font-family: 'Arial Narrow','sans-serif'; font-size: 10pt;">Science _____________________________________________________ <span style="font-family: 'Arial Narrow','sans-serif'; font-size: 10pt;">2.17(A) plan a first draft by generating ideas for writing (drawing, sharing ideas, listing key ideas) <span style="font-family: 'Arial Narrow','sans-serif'; font-size: 10pt;">2.22(A) write legibly leaving appropriate margins for readability || // <span style="font-family: 'Arial Narrow','sans-serif'; font-size: 10pt;">If You Were a Writer //<span style="font-family: 'Arial Narrow','sans-serif'; font-size: 10pt;"> by Joan Lowery Nixon // <span style="font-family: 'Arial Narrow','sans-serif'; font-size: 10pt;">Arthur Writes a Story //<span style="font-family: 'Arial Narrow','sans-serif'; font-size: 10pt;"> or // Aunt Isabel Tells a Good One // <span style="font-family: 'Arial Narrow','sans-serif'; font-size: 10pt;">Chart paper <span style="font-family: 'Arial Narrow','sans-serif'; font-size: 10pt;">Student writing journals || __<span style="font-family: 'Arial Narrow','sans-serif'; font-size: 10pt;">Day 1 – Introduction to the Writing Workshop __ <span style="font-family: 'Arial Narrow','sans-serif'; font-size: 10pt;">Read // If You Were a Writer // by Joan Lowery Nixon. Discuss whether or not students have ever faced the “what do I write?” problem. On a chart paper write “If you were a writer, you would search for ideas. Ideas are everywhere. The more you look for ideas, the more you will find.” Talk about how Nixon used the question “what if?” to get her ideas. Use student input to generate a list of what-if’s. Students choose 3-6 what-if ideas to write in their writing journals for later. __<span style="font-family: 'Arial Narrow','sans-serif'; font-size: 10pt;">Day 2 – Intro to the Writing Workshop Cont. __ <span style="font-family: 'Arial Narrow','sans-serif'; font-size: 10pt;">Reread the beginning of // If You Were a Writer //. Highlight the part where the mother is “under a writer’s spell”. This is a great way to introduce the Silent Zone where no talking is allowed. Take ten to fifteen minutes to practice this no talking time using some of the what-if’s generated from yesterday’s lesson. __<span style="font-family: 'Arial Narrow','sans-serif'; font-size: 10pt;">Day 3 – Everyone is an Expert at Something __ <span style="font-family: 'Arial Narrow','sans-serif'; font-size: 10pt;">This is an important time to encourage the students to begin to view themselves as writers, with a story worth telling. Prior to the minilesson, write the following story topics on a piece of chart paper: the first time I went on a roller coaster, my first swimming lesson, the night there was a tornado, finding a bear in our campsite. (you can make up your own story topics that pertain to your life) Talk to the students about how you have been thinking about where you get ideas for your stories. Tell them that you realized that most of the stories you write about are based on things that have happened to you; that makes you an “expert” on those things. Focus on one topic on the chart and explain why you want to write about that idea first. Solicit ideas from the students (i.e. things that have happened to them). Send students to work on a list of experiences to use later when they don’t know what to write. Have students share in small groups. End the lesson by saying, “From now on, whenever you feel yourself getting ready to say, ‘I don’t know what to write’ think about something that has happened to you. Think about something that makes you feel different or a memory you don’t ever want to forget. Then just relax and let the words flow from your mind, down your arm and onto the paper. You are the expert and once you’ve written your story down on paper, it will never be forgotten!” __<span style="font-family: 'Arial Narrow','sans-serif'; font-size: 10pt;">Day 4 – Everyone is an Expert at Something Cont. __ <span style="font-family: 'Arial Narrow','sans-serif'; font-size: 10pt;">Have students take a few minutes to fill in their About Me page and then glue into their writing journals. Have students share with partners or small groups. Read either // Arthur Writes a Story // or // Aunt Isabel Tells a Good One //. Discuss how the characters find their ideas or stories. Label a chart with the words “Experts in Room ___” Below this title, list students names. Next, list topics next to each child’s name. || <span style="font-family: 'Arial Narrow','sans-serif'; font-size: 10pt;">Throughout the independent writing time, the teacher should be conferencing with both individual writers and small groups. Another great way to track student progress and communicate with children about their writing is via post-it notes in their writing journals. A good rule of thumb when doing this is two stars and a wish – two positives and something you hope they add or do next. || <span style="font-family: 'Arial Narrow','sans-serif'; font-size: 10pt;">For students that struggle with writing or cannot write – take the time to scribe for the students, these children can also use sketching to generate ideas that you can later label <span style="font-family: 'Arial Narrow','sans-serif'; font-size: 10pt;">For students that are ready to begin writing stories – once these students have generated the expected idea lists, they should be able to begin writing on their own (make sure to check in with them frequently to ensure they are on the right track). || <span style="font-family: 'Arial Narrow','sans-serif'; font-size: 10pt;">2.12(A) read independently for a sustained period of time and paraphrase what the reading was about, maintaining meaning. <span style="font-family: 'Arial Narrow','sans-serif'; font-size: 10pt;">2.3(B) ask relevant questions, seek clarification, and locate facts and details about stories and other texts and support answers with evidence from text (C) establish purpose for reading selected texts and monitor comprehension, making corrections and adjustments when that understanding breaks down <span style="font-family: 'Arial Narrow','sans-serif'; font-size: 10pt;">2.28(A) listen attentively to speakers and ask relevant questions to clarify information || <span style="font-family: 'Arial Narrow','sans-serif'; font-size: 10pt;">(to be asked and answered in weeks 2 and 3 of this unit) || <span style="font-family: 'Arial Narrow','sans-serif'; font-size: 10pt;">Table book tubs <span style="font-family: 'Arial Narrow','sans-serif'; font-size: 10pt;">Gallon book baggies <span style="font-family: 'Arial Narrow','sans-serif'; font-size: 10pt;">Chart paper || __<span style="font-family: 'Arial Narrow','sans-serif'; font-size: 10pt;">Day One – What do readers do? __ <span style="font-family: 'Arial Narrow','sans-serif'; font-size: 10pt;">Point out the books in the room and talk to the students about how much you enjoy reading. Pose the question, “what do readers do?” Copy onto a piece of chart paper. Have a box full of things people read (books, magazines, recipes, letters, etc.) Talk about the different kinds of things that people read. Let children choose a piece of reading material from the box to read on their own. Gather students after independent reading to discuss their reading. __<span style="font-family: 'Arial Narrow','sans-serif'; font-size: 10pt;">Day Two – Why do readers read? __ <span style="font-family: 'Arial Narrow','sans-serif'; font-size: 10pt;">Discuss how readers read every day, all day. Create a chart showing a list of reasons that people read (for work, play, ordering food, fun, etc.) Talk about how much you love reading and invite the students to discuss this in pairs. Generate a letter to parents asking to help their child choose one of their favorite books to bring to school tomorrow. __<span style="font-family: 'Arial Narrow','sans-serif'; font-size: 10pt;">Day Three – Books are treasures __ <span style="font-family: 'Arial Narrow','sans-serif'; font-size: 10pt;">Talk to students about your favorite book and how it is like a treasure. Share your special memories about the book. Have students get their favorite books they brought from home and set them in front of them. Students should look around and discuss what they notice about all of the books in the circle. Discuss reading identities. Share favorite books in small groups. __<span style="font-family: 'Arial Narrow','sans-serif'; font-size: 10pt;">Day Four – Talking partners __ <span style="font-family: 'Arial Narrow','sans-serif'; font-size: 10pt;">Discuss how there are times when you read a book and you just can’t wait to tell someone about it. Reading good books is more fun when you get to talk about them. Teach the students how to turn to the person next to them via modeling. Talk about how it is our job as good readers to participate in partner discussions. Good talking partners are also good listeners. Demonstrate using a quiet voice, as well. Be sure to set up an attention-getter to call students back to the circle. || <span style="font-family: 'Arial Narrow','sans-serif'; font-size: 10pt;">Throughout independent reading, the teacher should be quietly conferencing with small groups and individual readers. It may be a good idea to keep a record of these conferences in a teacher notebook. Be sure to remember the TEKS and the essential questions when conferencing this week. || <span style="font-family: 'Arial Narrow','sans-serif'; font-size: 10pt;">For students that are having a difficult time finding books – Be sure to spend time talking to these students about their interests outside of school. Use student interest to help you find books that will get them excited about reading. For more difficult cases, dig deeper into last year’s DRA information and teacher opinions. <span style="font-family: 'Arial Narrow','sans-serif'; font-size: 10pt;">For students that are unable to read – These students may need wordless picture books such as // Zoom, Bruno You’re Late for School, To the Zoo, Free Fall, Have you Seen my Duckling? //When in doubt of reading level, be sure to check previous year’s DRA and use the Literacy Library. <span style="font-family: 'Arial Narrow','sans-serif'; font-size: 10pt;">For students that are reading above grade level – These students may need a quick talk about how to interact during book talking with their peers that are reading at a lower level. Encourage these kiddos to discuss their favorite picture books and the special memories they have. This should help the higher readers to be more empathetic towards the lower readers. ||
 * <span style="height: 112.5pt; margin-left: 307.35pt; margin-top: 5.45pt; mso-height-relative: margin; mso-width-relative: margin; position: absolute; width: 211.95pt; z-index: 2;">  || <span style="display: block; padding-bottom: 3.6pt; padding-left: 7.2pt; padding-right: 7.2pt; padding-top: 3.6pt;">  ** <span style="font-family: 'Arial Narrow','sans-serif'; font-size: 8pt;">Second Grade Team Norms  **
 * ** <span style="font-family: 'Arial Narrow','sans-serif'; font-size: 14pt;">Instructional Methods/Best Practices for Writing **  ||
 * ** <span style="font-family: 'Arial Narrow','sans-serif'; font-size: 10pt;">TEKS **
 * ** <span style="font-family: 'Arial Narrow','sans-serif'; font-size: 10pt;">TEKS **
 * ** <span style="font-family: 'Arial Narrow','sans-serif'; font-size: 10pt;">Essential Questions **
 * <span style="font-family: 'Arial Narrow','sans-serif'; font-size: 10pt;">How does an author generate writing ideas?
 * <span style="font-family: 'Arial Narrow','sans-serif'; font-size: 10pt;">Why should stories start with a writer’s own experiences?
 * <span style="font-family: 'Arial Narrow','sans-serif'; font-size: 10pt;">Why do writers use different strategies to decide what to write? ||
 * ** <span style="font-family: 'Arial Narrow','sans-serif'; font-size: 10pt;">Materials **
 * ** <span style="font-family: 'Arial Narrow','sans-serif'; font-size: 10pt;">Instructional Strategies **
 * ** <span style="font-family: 'Arial Narrow','sans-serif'; font-size: 10pt;">Assessment/Evaluation of Student Learning **
 * ** <span style="font-family: 'Arial Narrow','sans-serif'; font-size: 10pt;">Differentiation Strategies to Meet Diverse Learner Needs **
 * ** <span style="font-family: 'Arial Narrow','sans-serif'; font-size: 14pt;">Instructional Methods/Best Practices for Reading **  ||
 * ** <span style="font-family: 'Arial Narrow','sans-serif'; font-size: 10pt;">TEKS **
 * ** <span style="font-family: 'Arial Narrow','sans-serif'; font-size: 10pt;">Essential Questions **
 * ** <span style="font-family: 'Arial Narrow','sans-serif'; font-size: 10pt;">Materials **
 * ** <span style="font-family: 'Arial Narrow','sans-serif'; font-size: 10pt;">Instructional Strategies **
 * ** <span style="font-family: 'Arial Narrow','sans-serif'; font-size: 10pt;">Assessment/Evaluation of Student Learning **
 * ** <span style="font-family: 'Arial Narrow','sans-serif'; font-size: 10pt;">Differentiation Strategies to Meet Diverse Learner Needs **
 * ** <span style="font-family: 'Arial Narrow','sans-serif'; font-size: 14pt;">Instructional Methods/Best Practices for Math **  ||
 * ** <span style="font-family: 'Arial Narrow','sans-serif'; font-size: 10pt;">TEKS ** ||
 * ** <span style="font-family: 'Arial Narrow','sans-serif'; font-size: 10pt;">Essential Questions ** ||
 * ** <span style="font-family: 'Arial Narrow','sans-serif'; font-size: 10pt;">Materials ** ||
 * ** <span style="font-family: 'Arial Narrow','sans-serif'; font-size: 10pt;">Instructional Strategies ** ||
 * ** <span style="font-family: 'Arial Narrow','sans-serif'; font-size: 10pt;">Assessment/Evaluation of Student Learning ** ||
 * ** <span style="font-family: 'Arial Narrow','sans-serif'; font-size: 10pt;">Differentiation Strategies to Meet Diverse Learner Needs ** ||
 * ** <span style="font-family: 'Arial Narrow','sans-serif'; font-size: 14pt;">Instructional Methods/Best Practices for Science/Social Studies **  ||
 * ** <span style="font-family: 'Arial Narrow','sans-serif'; font-size: 10pt;">TEKS ** ||
 * ** <span style="font-family: 'Arial Narrow','sans-serif'; font-size: 10pt;">Essential Questions ** ||
 * ** <span style="font-family: 'Arial Narrow','sans-serif'; font-size: 10pt;">Materials ** ||
 * ** <span style="font-family: 'Arial Narrow','sans-serif'; font-size: 10pt;">Instructional Strategies ** ||
 * ** <span style="font-family: 'Arial Narrow','sans-serif'; font-size: 10pt;">Assessment/Evaluation of Student Learning ** ||
 * ** <span style="font-family: 'Arial Narrow','sans-serif'; font-size: 10pt;">Differentiation Strategies to Meet Diverse Learner Needs ** ||