Archive+Grade+1+Small+Moments

2:55-3:35 Mary Ellen Romero Andy Martinez
 * Grade 1**
 * Unit 2 Reading:** Small Moments


 * Timeframe:** October 12-November 24


 * Essential Learning:** Text-Self Connections; Get Your Mouth Ready


 * Proficiency:** Students will name a specific story event/action that reminds them of something in their own lives and will express the connection by "When (insert story event here) happened, it reminded me of when (insert personal reflection here.)

Students will know that getting your mouth read involves forming your mouth to the first letter sound of a word and that they can use this when they come to a word they don't know; they will be able apply the strategy to decode an unknown word.


 * Assessment:**

Materials:“Harriett, You Drive Me Wild” by Mem Fox; “Mathew and Tilly” by Rebecca C. Jones; “McDuff and the Baby” by Rosemary Wells; “When I Was Little” by Jamie Lee Curtis.

During whole group, show the cover and the book and say, "Today I am going to read you a story called "Blah." During readers workshop, I will call you back to answer two questions about the story for me."

During a 1:1 Conference: What did the story "Blah"make you think of? Why?

Does this make you think of anything in your own life? Tape record what they say. Script the dictation. Collect & Chart Data** || **Step 2 Analyze Strengths & Obstacles** || **Step 3 Establish Goals: Set, Review, Revise** || **Step 4 Select Instructional Strategies** || **Step 5 Determine Results Indicators** || **Next Steps** || 70%
 * **Date** || **Step 1
 * 12/1 ||  ||   || Mary Ellen:

Andy: 80% ||  ||   || This process gives us focus. We're doing it in math as well. ||
 * 11/17 || Examined data from the Berenstain Bears.

The part in __reminded me of__ __. || Strengths:

Adding details in making connections. Can make connections orally. "Feed off one another" to make connections. Many students can name a story event.

Obstacles:

Language || Majority of children are currently 2's and 3's. || Think about more support for the ELLs.

Choose a very simple text and work with the ELLs in a small group.

Consider the physical movement (mats.) ||  || Devise the post assessment to match the definition of proficiency. Administer and score. We'll review the results and debrief the process at the next meeting. ||
 * 11/10 || Reviewed formative assessments. || Students were able to name an event from the story but were unable to make a personal connection to that event. || Considered changing the definition of proficiency but kept it as is. || Select alternative texts such as Berenstain Bears or Mercer Mayer books (Just Grandma and Me). Utilize Step up to Writing for text-self (frame). || Class checklist and anecdotal notes. || Implement strategies and record data on class checklist. Add anecdotal notes and bring to next meeting. ||
 * 11/3 ||  ||   ||   ||   ||   || Finish scoring formative assessment. Name strengths and obstacles. Revisit the pre-assessment data to see which students are moving towards proficiency. Name some strategies you will use to move more students and bring evidence of their work to the next meeting. ||
 * 10/20 || Charted our pre-assessment data on a separate sheet. || Strengths: Can comprehend the story.

Obstacles: Not distinguishing between a retell and a connection. || Mary Ellen: From 1% to 84% administered on November 19th and 20th.

Andy: 10% ||  ||   || Select and name strategies you will use to teach text-self-connection. How can you infuse this into each lesson? Graphic? Determine how you will know whether your strategies are working, and collect data.While we're understanding the story, let's make connections to the story. || Determine how you will record responses. Score and include anecdotal notes on strengths and obstacles. Determine dates for administration. ||
 * 10/13 || Added assessment question to determine what students can answer the prompt with teacher support. Discussed how to make our essential learning "visual" for the students. (One photo from a book linked to each students' personal connections.) ||  ||   ||   ||   || Finish administering the pre-assessment. Complete Step 1 of the data team process. Continue to goal setting or as far as time allows. ||
 * 10/6 ||  ||   ||   ||   ||   || Select your books. Make your script available.