This section contains information about the English Language Arts Content Area Commitee. You will find in this section information by date on the work that the ELA Committee has completed or is in the process of completing. You can find meeting minutes, forms, and various curriculum documents. The dates below are meeting dates. The ELA Comittee meets approximately four times a year. The ELA committee is broken up into two committees that work together: A Reading Committe and a Writing Committee.
If you do not see minutes below, then they may have been moved to the new district wiki established during school year 2009-2010.
Grades 6-12 ELA Meeting
Spring Writing Prompt Debriefing
Monday, April 27, 2009
PRESENT: Judy Jamison, Deb Butterfield, Sue Folsom, Donna Whalen, Pat O’Connor, Rie Kittredge, Diane Dionne-Morang, Barb Miller
Thursday, June 18 (or whatever date is day after the last day of school)—we’ll set up the Fall Prompt and talk scheduling of Prompt. 7:30-9:30 AM at HS.
• Prompt fell a little flat
• Some troubles with understanding how to read the Prompt document
• Discuss scanning benchmarks for use as prep documents for Fall Prompt
Rie will e-mail Judy YA titles for rising grade 9 students.
Benchmarks selected. Rie will get them copied and send a packet to the MS.
GRMS: ELA Monthly Meeting 11/17/08
Guest: Howie Tuttle
Topic: NWEA Results
1. Howie Tuttle--- joined a talk about NWEA results and how we might use
the scores.
Several Questions have come up about how to talk with students about the scores
Howie says you can certainly talk to the kids and tell them their RIT score
Median scores were discussed briefly
Example: grade 6 reading median score (throughout the nation)
was 213. Most GRMS grade 6 students were above that so cause for hope!
Important to note that several non SPED students did not make that mark.
**Average growth within a year is more like 4 points of growth instead of the 7**
TO THINK ABOUT: NOT MANDATES:
- conference with each student
- have language to use that will bring the kids to awareness of the skills tested
- excite the kids to take it seriously
- look forward to the growth in the Spring
Initial Conversation could be with students:
Ex. RIT score 214:
- Talk about the RIT score—
- Tell them the RIT score
- Within the score, 4 goal areas (introduce them)
- Give them their own personal target
- 4 points of growth is the target
- Here is what we can do together to get closer to that target
IF YOU MEET WITH STUDENTS:
***** ONLY TELL THE STUDENT THEIR SCORE *****
not where they stand in relation to other students. Make this a personal/individual growth piece.
On NWEA site, there is a parent letter and there are tools for communication—take a look but do not send letters home yet. We are still in “internal study “ mode with this test. We will have a much clearer understanding of the test and results in the Spring
Next NWEA testing is in May and we are trying to find ways to test kids differently so that classes are not displaced and the testing window/time for the whole school is made more efficient
2. ASSESSMENT INFO:
Debra has put together a glossary of terms that will give you the PROPER abbreviations
3. MEA INFO:
The areas to be assessed are Reading , Writing, language A, B and D.
TEACHERS MUST DO DIRECT AND INTENTIONAL INSTRUCTION IN GRAMMAR
A ‘4’ now means full credit for constructed response vs. exceeding the standards
4. NECAP: Projected to be taken in Oct. with results coming in January
all 3 grades will take it.
5. Grammar—use the Grammar Pyramid and guidelines for grammar instruction
6. Revision and FCA rubrics—use them please
7. Spelling Bee: Donna Whalen waiting to see if there is going to be sponsorship- will keep us posted
Next meeting: Dec 15, 2008
Guest & Topic: Karen Moody on Scope and Sequence in the Elementary schools
GRMS: ELA Monthly Meeting 2/9/09
Topics : Spelling Bee, Vocab Contest, ELA Consultant, Mapper, Brunette Reading Award, Grammar Programs, Poetry Bam
_____________________________________________
1. Spelling Bees: HUGE thank you to Donna for Spelling Bee work
2. Vocab Challenge: Sharon Mathews- vocab challenge—still wants to do but it will be done a bit differently this year—stay tuned for details
3. ELA Consultant: Mary Burns contracted for 3 days in April – individual coaching model to be used. We need to let Mary know what we are doing in class re literacy and technology. She will come in and collaborate with you a la Pam Buffington- We would like Mary to help us know what is out there for applications.
We think the following items might be useful prior to sign up:
a. Menu of options for in- class literacy and tech integration
b. Grammar and vocab are two high need areas for classes
c. Support with informational text (MEA expectations for this year)
4. Jim Brunette Reading Award
Jim Brunette loved words and books. In his honor and in keeping with the spirit of the award, we recommend the following :
a. Personal Reading ONLY= books only. Graphic novels (Like Bone series) count 1 per quarter- other books should be chapter books. National Reading Standards recommend - 4 books per quarter or 16 books per year. Some students read very long books (Harry Potter and Twilight) so those books might count for two books. Bottom line, encourage and honor ongoing, self- selected, personal reading for pleasure
b. Change to school-wide competition (instead of team / class) challenge ourselves as a school
c. Team Reading teachers will get the Team pages totals. Team reading teachers will email page totals to Todd at the end of the quarter (LA Essentials class totals will go to Team Reading teachers)
d. In -class directed reading does not get counted—that is more an assigned reading
Plaque will be hung in the library at the end of the year
5. Grammar Series: money is available to purchase books. Diagramming sentences is starting in the 6th grade!! Results have been positive—still investigating what is good for kids vs what is good for teachers. Debra will look into the resource that she found and we need to let Howie know our needs and place the order with him.
We agreed that the book series we are piloting this year( Thinking Through Grammar) is a great resource, but it is not what we want to order for student use. Perhaps, Mary Burns can help us identify a resource
6. Mapper: diary maps should be done by the end of June. Summer work is to be about grade level master maps. 4 hours per month are available for pay. Keep your timesheets and turn them in for payment.
7. Poetry Bam: Raye Ann will be in touch on matters related to the Bam .
Stay tuned for details.
Next meeting March 16@ 2:20
GRMS: ELA Monthly Meeting 5/18/09
Topics: NECAP test MLR standards, Curriculum Mapping, Fall Prompts, Title One, RTI
NECAP: Audio and Video on Standards in 6-8 available on MDOE website. Online learning opportunity that helps teachers understand the shifting culture of the test. There are many noteworthy differences in the area of writing and reading. LA teachers are encouraged to watch the online workshop.
MLR: This summer, the state will craft a revised standards document that blends NECAP testing and MLR. The revised standards will impact maps.
Science will still take the MEAs in March.
Not sure if NECAP will be on computer or by hand
NECAP testing window Oct 1-Oct 22
NWEA testing window Fall and Spring
MEAs Science in March
Curriculum Mapping
ELA dept does not feel we would be ready for Master Mapping exercises scheduled for August. In light of the paradigm shift to Unit maps and revised standards, more time is needed to ensure a quality product and productive, collaborative efforts.
Fall Prompt
June 18th- meeting with the high school staff to craft a prompt
NWEA
Our Dept. appreciates the work that was done to make testing a smooth experience for students.
As high as the stakes are for this test, our Dept feels that we need to continue to do what works well and shore up areas of concern.
Could Building Admin clarify or standardize for next year:
1. Scheduling of the test: to ensure that all students have optimal testing slots
2. Proctor Guidelines/Expectations: to ensure that both Labs send the same messages to students and provide parallel testing atmosphere
3. Retesting Guidelines: what conditions and students qualify for retesting?
4. Reporting of Results to students and parents
RTI and Title One
Have heard that Title One might be coming to the Middle School as a function of RTI.
ELA Minutes, January 3, 2008
In attendance: Judy Jamison,Debra Butterfield, Kim Quirion, Pat O'Connor,Donna Whalen, Susan Graves-LeClair, Hope St. Denis.
Debra read back to us the strengths we had listed on December 19.
We once again followed the HS's format. We discussed and listed our perceived needs. We agreed to attach MEA data, SRI results, tutorial lists to our lists.
We re-affirmed our previous decision to use the building ELA meeting on January 7 to work in grade level teams to write a paragraph outlining what each grade emphasizes. Susan Graves LeClair will bring the statement we composed earlier this year which explains language arts at the middle school level. We decided to try to complete that on the 7th. On the 9th, four of us will meet with Rie Kittredge and other HS teachers.
Building ELA meeting, Monday, January 7, Room 107.
GRMS Language Arts Committee, Dec.3, 2007
We met at 2:20 in 107.
Attending were: Howie Tuttle, Donna Whalen, Debra Butterfield, Diana Dionne-Morang, Judy Jamison, Susan Graves-LeClair, Sharon Mathews, Lyn Ballou, Pat O'Connor, Hope St. Denis, Kim Quirion.
Howie Tuttle attended to clarify what we need to keep in mind while writing up the ELA Curriculum Review. Basically, he said we should look at the review as an opportunity to let the school board know what we are doing and what we need. This will be ELA's chance to ask for money for materials and programs. ELA will not be reviewed again for 5 years. Our report will be combined with the reports of ELA committees from the elementary schools and the high school, so our portion should not take any more than 10-15 minutes to present .The combined report will be presented to the CCC on January 28. Howie will take the report to the school board at a later date. (Pat, Debra, Judy, and Donna have met with Rie Kittredge and other HS teachers to discuss procedure.)
Howie encouraged us to keep our report simple and informative, and to back it up with data such as we would find from the Academic Audit. He stressed that data will be especially helpful in areas we are asking to upgrade. One year's data should be sufficient. The items addressed do not need to cost money.The suggestions for "List of Strengths" and "List of What Needs Upgrading" do not all need to be addressed, they are meant to guide us. We should keep in mind needs we anticipate for the next 5 years.
Our building ELA committee will meet after the potluck lunch on December 19 to work on our review report. We have a scheduled building committee meeting on January 7. Interested members may meet at the high school with Rie Kittredge and other English teachers to compare/refine our reports on January 9.
Howie said he has been in touch with Mary Burns, a language arts consultant. She will be working with us on the March7 workshop day. We should plan to meet in the board room at CO and we should bring laptops. Ms. Burns will be showing us how to use Inspiration to fuel our instruction. There is a possibility that she will be available for two more professional development days. Sixth grade teachers should be able to use laptops from their banks as the district has purchased the Inspiration license for all laptops.
Julie Meltzer, of CRN Consultants is supposed to send Howie her estimate to come to MSAD 11 to conduct a literacy audit.
Please note: December 19 as our time to work on the review; January 7, 2:20 as our next meeting date.
In attendance: Debra Butterfield, Pat O'Connor, Gretchen Sias, Donna Whalen. After the scheduling meeting,Judy Jamison, Susan Graves-LeClair, Diana Dionne-Morang, Kim Quirion joined us and gave us a snapshot of what had happened at that meeting.
We reviewed what the high school teachers have worked on thus far with their language arts review. We agreed to use their work as a "jumping off point". As we listed and discussed our perceived strengths, Debra Butterfield recorded them.
There was a discussion all along of the validity of the SRI testing. Perhaps the district should explore the possibility of purchasing the licensing for computerized, self-adjusting reading testing?
We are concerned with meeting the deadlines set for our ELA review. We have listed the following dates as times to work:
Th., Jan. 3-"Needs" will be addressed by Kim, Debra, Judy, Donna, anyone else who can attend.
Mon., Jan. 7-Building ELA -we will work on opening paragraphs. All building ELA teachers are invited to attend.
Tues., Jan.8-as many as possible will meet to continue with Monday's work.
Wed., Jan.9- Deb, Judy, Pat, Donna Will meet with the ELA people from the high school.
Jan. 14- District Writing Committee to meet.
GRMS: ELA Monthly Meeting 4/13/09
Topics: Writing Prompt: Anchors, Tech Issues, Schedule issues, NWEA, Reading Totals
Next Meeting: May 18
Prompts
Scoring Codes: same as what was used in the fall
SWP-W (writing content) SWP-L ( Language/usage/grammar)
Looking at improving what we can do to make the work happen more easily
We would like to see the following in place for next year:
Prompt writing happens in LA Classes not homerooms
Over the course of 2 days to deal with less impact with the whole school
LA Dept will set the days
Spread out the computer time so we don’t have crashes
Feedback from kids:
Hard or “lame” question
Not easy to write about
Kids did not know what the word “influence” meant so were guessing what the question asked
Kids felt it was another test we asked them to do for us -- not for them
( a la MEAs, NWEAs, Prompts, Assessments)
Many students did not buy in or invest
NWEA
Concerns were raised about the second site
Too hot for whole classes -- no windows or ventilation
Server crashes – what do we do and how do we prevent kids from having to redo work
Reading Totals
Please remember to get reading page totals for your teams into Todd.
( LA Lab totals are in your boxes )
ELA Writing Committee
Minutes
Wednesday, February 27, 2008
RVCS Library
3:30 to 5:30 P.M.
Committee Members:
Rie Kittredge
Patricia O’Connor
Tiffany Cockrell
Nicole Shumway-Madore
Cynthia Snow
Mary Jo Stevens
Patsy Adams
Judi Morin
Susan Folsom
Donna Whalen
Sarah Brown
Judy Jamison Members absent:
Reviewed the revised writing prompt materials
Grade span discussions of the k-12 writing continuum scores
MS & HS developed a revised continuum
Anchor papers to be developed at grade level, department, and team meetings.
Revised Auburn packet of anchor papers were distributed to be shared at grade level, team, or department meetings with staff
Revised continuum’s will be used next fall. (maintains consistency for comparing this year’s scores)
Reviewed the writing prompt directions for staff
K-2 and 3-5 are ready for final review by this committee
MS & HS are still to be done
Summer work to include scope and sequence of writing instruction K-12
Brief review of Lucy Caulkins' materials K-2 and 3-5 (Units of Teaching Writing)
More information is needed before a recommendation can be given. Questions about how the lessons are split according to grade level. (K-2; 3-5) will be researched
Next meeting:
Agenda
Finish Directions for the writing prompt
Begin alignments with new MSLR
Respectfully submitted,
Judi Morin, Chair
ELA-Writing Committee
Meeting Minutes
January 23, 2008
3:30 - 5:00 P.M.
Committee Members in Attendance: Thanks everyone for a wonderful meeting!!!!
Rie Kittredge
Patricia O’Connor
Tiffany Cockrell
Mary Jo Stevens
Patsy Adams,
Judi Morin
Susan Folsom
Debra
Butterfield
Judy Jamison
Donna Whalen
Members Absent: Sarah Brown
! Guest Speaker: Susan Trask, Auburn Literacy Specialist
o Brief overview of how the writing prompt developmental continuum was created
o Shared revised continuum (does change the benchmarks slightly)
o Auburn double scores a % of papers. This is done by a group of “table leaders”
o With this system they now have 5 yrs of system wide data collection (follows grade/students thru the years)
o Students graph their results, this follows students thru the years
o Teachers feel that scoring papers is professional development
o K-2 issues were discussed
o Susan shared a rubric exemplar for K-2 students
! Discussed emailed comments
o Auburn currently is putting Lucy Caulkins Units of Study k-6 into place as their writing curriculum
o They still have concerns with MEA scores. (The reason for the current push for Lucy Caulkins) Their writing instruction has been inconsistent from teacher to teacher and building to –hence the need for a common curriculum. Lucy Caulkins raises the bar and supports the growth
o Middle School version of Lucy Caulkins is coming soon. Support materials are online for free.
o Conventions are imbedded in the continuum because of growing control regarding length and complexity of tasks. Conventions hold a more prominent importance for upper grades. Hence, Middle School convention scores are in addition to the continuum.
o When thinking about how conventions affect scores, look at the amount of interference to balance the scores. See Anchor paper # 9 Water Country (to be distributed)
o Don’t need all the bullets in the continuum to get the score
o Developed before Write Traits, but is compatible due to the 6 traits being the standard for excellence in writing
o Anchor papers are key for deciding scores. Mediating those papers in question
o Why the big difference between a 4 & 5? Have not heard that as a problem. **Multiple anchor papers need to be used to show a range in score points.
o Anchors developed how? Tight process of identifying anchors- small committee to do this
! Program Review
o Grade level groups worked in teams
! Needs:
o “Table leader” training for writing committee building reps
o Publish the “rules”
o Create process for anchor paper adoption
o Develop a list of dates for future meetings
Respectfully submitted,
Judi Morin, ELA-Writing Chair
M.S.A.D. #11
English Language Arts: Reading Committee
Meeting Minutes: May 8, 2008
Committee Members
Present: Karen Moody (Chair), Debra Butterfield, Sonya Laramee, Amy Whitman, Kris Canning, Ira Michaud, Cheryl Luken, Alma Ranslow
Discussion:
1. The purpose of this meeting was changed. Committee members were asked to define end of grade level proficiency levels.
After much discussion the following decisions were made:
End of Grade Level:
Kindergarten:
M: C (3)
PM: B (2)
DNM: A and below (<1)
Grade 1:
M: I (16)
PM: E-H (6-14)
DNM: D and below (<4)
Grade 2:
M: M (28)
PM: K-L (20-24)
DNM: J and below (<18)
Grade 3:
M: P (38)
PM: N-O (30-34)
DNM: M and below (<28)
Grades 4-5 and the Middle School will meet with their teams to have more discussion on determining proficiency levels.
Next Meeting Scheduled:
May 29, 2008 @3:30-4:45 at LER in the library.
Purpose:
1. Discuss Grades 4-5 and MS proficiency levels
2. Determine what “Exceeds” standards
3. Continue working on the Scope and Sequence document
Members are asked to bring any resources (Fontas & Pinnell, Lexia Scope and Sequence, etc) being used to help identify skills that need to be included in the document.
ELA Committee
Meeting Agenda
Thursday, September 27, 2007
3:30 - 5:30 P.M. @ Central Office
Committee Members in Attendance:
Rie Kittredge, Sue Folsum, Debra Butterfield, Donna Whalen, Sonya Larrame, Amy Whitman, Sarah Brown, Kris Canning, Alma Ranslow, Cynthia Snow, Mary Jo Stevens, Cheryl Lukens, Sue Shepherd, Judi Morin, Karen Moody, Howie Tuttle
Many thanks to all for sharing their thoughts, and for the clarifying discussions!
ELA Assessment Timeline Discussion (Current Time Line Is To Be Followed)
Consensus on all assessments must be meaningful and timely
Kindergarten teachers will discuss the addition of a Phonemic Awareness Assessment and what (if any) should come off the plate. (Historical Note: 2005 we used the LPA- Language Processing Assessment. Kindergarten found that it was not useful.) Question: Does the Fountas & Pinnell assessments in the beginning of the binder meet this need?
Re-word- K-Spring-4th quarter to read: If student is at Level C in Reading, the Letter ID, Concepts of Print, and Rhyming do not need to be given. Teachers will document when these items were attained.
Add MS & HS component
MS- all students given the SRI in Oct- if score low then do DRA as additional diagnostic piece
DRA Discussion
A discussion is needed at grades 1-5 grade level mtgs about the best time to give DRA’s; Fall vs Spring (i.e. K will give it in the spring due to the nature of the learners.) A straw vote at this meeting indicated that Fall would be best. (Please gather input from your colleagues and be prepared to have a formal vote at our next meeting Oct 15) The thought was shared that administering the DRA relays valuable information to the teacher in planning instruction. Getting the scores in the fall without that info may not help advance a teacher’s understanding of specific student needs.
Keep in mind that DRA’s are already calibrated for Fall & Spring time periods. (Not calibrated for a January administration)
Keep in mind that Title I does them each Fall and Spring anyway-reducing the number of DRA assessments classroom teachers have to complete.
Revisited giving DRA twice a year. (Historical Note: we have discussed this before and realize that a pre and post test is often valuable data points, yet we have other data points (running records) that can provide equally valuable info without the considerable time spent on assessing, especially at the upper elementary levels.)
A need for more test books was shared. (Gr 4-5 are readily available, Gr K-3 we may not be able to get because they are phasing out of that kit.)
Fall/Spring Writing Prompts: Sample prompt ideas were distributed-feel free to use/discard/ change as needed.
HS prompt is modeled on the SAT prompt genre. (They are given a phrase and must respond to it.)
Prompt will be generated by the HS ELA department
MS prompt is modeled on the MEA “Persuasive” prompt genre
Prompt will be generated by the 8th grade ELA team
ELEM prompt is modeled on the MEA “Personal Narrative” prompt genre
Prompt will be generated at grade level meetings. Each grade level will choose their common personal narrative prompt. All students at that grade level will have the same prompt.
Scoring Writing Prompts
Fall Prompt Nov 19-30 Send Scores to Building Principal
Principals- Scores due by Dec 14 to Howie Tuttle
Spring Prompt April 28-May 2
Principals-Scores due by May 16 to Howie Tuttle
K-5 will continue the use of the Writing Continuum Rubric
K-2 teachers, (Sonya, Kris), will share a highlighting strategy for the Writing Continuum rubric.
Gr 6-12 will continue to use the MEA Rubric
Anchor papers are extremely important to the scoring process. Student exemplars/anchor papers may be shown to students prior to the writing prompt to keep the goal in mind.
Students who do not write to the prompt will not be penalized in their score.
All grade levels will use the anchor paper discussions (grade level or department meetings) to calibrate teachers for the scoring of papers. Papers that teachers have questions about can be double scored. This will allow teachers new to the district an opportunity to talk w/colleagues and get assistance with the scoring process. [Teachers may ask a colleague to score their papers or score their own. They may double score all papers if desired]
Score Sheets will be sent to each teacher. Student names and ID’s will already be there. Please record each student’s score and performance level using capital letters (DNM, PM, M, E). Please use only these designations-no small case, no other abbreviations, etc.. ) Thanks!
The time frame to administer the prompts will be consistent k-12; one 45-minute writing session with the option of an additional 15 extra minutes if needed. (Up to 45 minutes, but not to exceed 60 minutes.)
Teachers are to send their scores to their building principal. The principal will verify that all classes and students are accounted for before sending them by the final deadlines to Howie Tuttle.
Curriculum Committee Membership
Howie has reviewed the budget and shared his plan for streamlining the curriculum committees while providing valuable sub-committee work time (paid).
Howie shared a handout showing the representation plan.
Each grade level team will decide who will represent their grade level at the curriculum committee. The prior expectation that all teachers serve on a committee has been relaxed.
Communication with all teachers will need to be enriched and is the goal!
Sub-Committees
Curriculum Review & Alignment with New MSLR Date: TBA
Debra Butterfield (to share an “un-packing” process)
Melissa Cheeseman
Sue Folsum
Rie Kittredge
Sonya Laramee
Assessment Date: TBA
Cynthia Snow
Kris Canning
Amy Whitman
ELA Curriculum Review
Howie share his new version of the format for the board information. The wonderful work already done over the summer will be incorporated into this new format.
A CCC presentation is also scheduled for January 28, 2008.
The ELA Committee will choose two representatives to attend CCC meetings. To be decided at our next meeting. (Oct 15)
Next Meeting- Monday, October 15 @ 3:30 P.M. in the Central Office
Respectfully Submitted:
Judi Morin
M.S.A.D. #11
English Language Arts: Reading Committee
Meeting Minutes: April 29, 2008
Committee Members
Present: Karen Moody (Chair), Debra Butterfield, Sonya Laramee, Amy Whitman, Kris Canning, Kristin Lorbeski, Susan Shepherd,
Discussion:
1. Committee members were informed about the reading software program currently being piloted at LER called Lexia. Karen showed some of the activities and data that can be obtained.
2. Howie charged the committee with the task of deciding what common assessments need to be put in grade books within PowerSchool so that the district can have both formative assessment to drive instruction and longitudinal data to look at progress over time. The program that will store and help disaggregate the data is called “INFORM”. We are at the beginning stages and need to make decisions this summer to be prepared for the fall. The committee needs to decide what we expect for assessments. They should be simple and useful. They should also possibly address all the literacy components, namely phonemic awareness, phonics, comprehension, fluency, and vocabulary.
3. Summer Work dates were decided:
June 19th Curriculum Mapper: ELA members will learn about curriculum mapper, an online program where are curriculum can be inputted, accessed, and managed.
June 20th: Work on Scope and Sequence
July 1st: Work on Scope and Sequence
July 2nd: Work on Scope and Sequence/Decide on Expected Common Assessments for teachers to input data into grade books on PowerSchool. (INFORM)
Next Meeting Scheduled:
May 8, 2008 @3:30-4:45 at LER in the library.
Purpose: To continue working on the Scope and Sequence document
Members are asked to bring any resources (Fontas & Pinnell, Lexia Scope and Sequence, etc) being used to help identify skills that need to be included in the document.
M.S.A.D. #11
English Language Arts: Reading-Writing Committee
Meeting Agenda: January 13, 2009
Present: Karen Moody (chair), Howie Tuttle, Sarah Brown, Tiffany Cockrell, Sara Barrows, Ira Michaud, Cynthia Snow, Deb Carey, Mary Jo Stevens, Kris Canning, Amy Whitman
1. Review ELA assessment decisions.
There was much discussion on the assessment expectations were put forward in the fall. The following was decided by the committee:
a. Reading a-z is still expected in Grades 1-3 for the end of the first and second trimesters. DRA will be given the first month of school and then the last week through the end of May. Reading a-z does not match exactly with the DRA levels, and many feel it is harder. The committee is ok with this. Karen shared the Pearson Inform site with the committee to show how the data that is being collected is organized on the site. Reading a-z will compare to itself, as will the DRA. In addition Reading a-z is much more cost effective than other reading assessments and is also research-based. Our district has a license for the site, which contains many resources for teachers in all five components of literacy as well as poetry. It updates its website frequently. Lastly, consistency in the district with assessments is essential. That is why the kits were made last summer and will remain the expectation for assessing students.
b. In the area of comprehension, while the DRA comprehension rubric works well for literary texts, the committee decided that a rubric was needed for expository texts.
c. Fourth grade has made changes to the comprehension and fluency rubrics. The committee will look at this in depth in future meetings to see if the changes should be implemented K-5.
d. Grades 4 and 5 will still use the 3 Minute Assessment, as well as the NWEA for reading assessments.
e. Karen requested again that the grade level comprehension assessments be turned into her and Howie so that the Scope and Sequence and district assessment website be updated. It was emphasized that this is not an approval protocol. The grade level makes the decision as to what the assessments will be.
The meeting adjourned at 4:45.
To be continued…
2. Review/discuss changes to Writing Rubric: The writing committee will meet to discuss changes so that a new packet can be ready for the spring prompt.
3. Vocabulary: Karen passed out research materials on vocabulary to be read for the next meeting. The process on deciding on a Spelling-Vocabulary program will continue for the remainder of this year.
a. What does the research say?
b. What are our scores from NWEA (grades 3-5)?
c. What are our beliefs?
4. Next steps???...
5. Set next meeting date: January 29th at 3:30 at LER.
English Lanugage Arts Meeting
February 24, 2009
Discussion Notes Re: What is already being used for resources in the district K-5? How are teachers teaching vocabulary?
K-2
How:
Categorizing words-Pictures/words
Using new words in conversation
Introduced in read alouds: fiction and non-fiction
Naming
Acting out new words
Gr. 2: Independent reading
What Resources:
Lakeshore materials
Vocabulary a-z
Making Words lessons
Word Walls
Lexia
Scholastic News
Graphic Organizers
Fountas/Pinnell
3-5
How:
Classifying complex words into groups-sets
Semantic Maps-Organizers
Learning/Using new words
Independent reading
Context Clues (Cloze Stories)
Dictionary work
Prefixes/suffixes
Figurative Language
What Resources:
Word A Week
Wordly Wise 3000.com (5th grade)
Word Ladders
Fountas/Pinnell
Graphic Organizers
Scholastic News
Stephanie Harvey Comprehension Tool Kit
Vocab. Quilt
Cloze Activities
Create Dictionaries: Read alouds/vocab quilt
Discussion: Read Alouds
Word Walls-Vocab Books
Steve Buehl Organizers
Next Steps:
•Check with other districts re: what they use for quality vocab resources/programs
•Meet with Literacy Specialists
focused training
Paula Bourque
RayeAnn Desoto
Literacy Specialists
•Send out survey to teachers.
Include:
-comments
-needs
-haves
-# of times teach vocab
M.S.A.D. #11
English Language Arts: Reading-Writing Committee
Meeting Agenda: April 13, 2009
Present: Karen Moody (chair), Sarah Brown, Tiffany Cockrell, Sara Barrows, Ira Michaud, Cynthia Snow, Deb Carey, Mary Jo Stevens, Kris Canning, Amy Whitman, Alma Ranslow, Kelly Green, Susan Shepherd, Wendy Oakley, Mercy Polhemus
1. Karen shared the Special Education Assessment proposal for SPIRE. Concerns were voiced regarding how Grade 5 special education students would access the current report card using SPIRE data. Grade 5 only reports “analyzing fiction and non-fiction” at this time.
2. Vocabulary Discussion Continued:
a. Committee members reviewed the Vocabulary survey results that were returned. The following was summarized:
# of times: Most teach vocabulary 0-5 times a week. One teacher reported 25+ times. Most integrate vocabulary instruction.
Challenges students experience with vocabulary instruction:
•remembering words
•Lack of background experience
•Using words correctly
•Multiple meanings
•Dictionary usage
•Applying/assimilating new words into language
•Understanding vocabulary in directions
•Using even familiar words correctly
•Using parts of speech/verb tenses
Resources Teachers Use:
Fountas & Pinnell
Wordly Wise
Lakeshore materials
Daily Language Review (Evan Moor)
Word Ladders
Cloze Stories
Steve Buehl Organizers
Read Alouds
Making Words
Text Talk
Dictionaries
ABC books in content areas
Lexia ( a little)
Reading a-z
Vocabulary a-z
Scholastic News
Time 4 Kids
National Geographic
Bonus Spelling Words
Sciencenewsforkids.com
Words I Use When I Write
Vocabulary Instructional Needs:
Training in best practices
More non-fiction resources
Quality literature with rich language/vocabulary
Strategies for integrating vocabulary
Word lists by grade level
General Comments Noted:
•Teachers do not want a vocabulary program!! This was a common theme!
•Materials appropriate for lower grades is needed.
•Create a partnership with the public library. They are a wonderful resource. And NO LATE FEES!!
Committee then discussed:
•Consider teachers drafting content area vocabulary lists. It was decided that this would be too overwhelming.
•Make a list of grade level agreed upon read alouds. This was put on hold for now.
•Check vocabulary resources in NECAP and NWEA assessments.
Next Steps: The committee agreed that the next step would be to use district resources to train teachers in best practices in teaching vocabulary. Focus would be on teaching strategies. The Literacy Specialists in attendance agreed to organize and present training to teachers. Karen had already spoken to Howie who supported the idea of using our Literacy Specialist in this way. The Literacy Specialist would meet with the rest of their team to discuss this further.
The trainings would be organized by grade level groups:
PreK-1
Grades 2 and 3
Grades 4 and 5
The literacy specialists would decide who would present to the different grade levels. They would also pool best practice resources from teachers to validate the work already being done in this area. Some resources that will be looked at further for training would possibly include:
Vocabulary a-z
Vocabulary Quilts
Non-fiction Cloze Stories
Buehl Reading Strategies
Text Talk
3. Writing Prompt Decisions:
a. Teachers administer prompt during the week of May 11-15th.
b. Teachers will copy High, Medium, and Low papers and give to their grade level facilitators at the May 20th grade level meeting.
c. Writing Committee members will meet May 26th to select benchmark papers and revise the rubric. A revised packet will go out to teachers by June 1st for use in scoring papers.
d. Papers will be scored during the week of June 1st-5th. Scores will then be submitted to Howie.
Next full ELA meeting: June 1st Items to be discussed include spelling and summer work.
ELA K-5 Writing Committee
Minutes
Tuesday, March 25, 2008
RVCS Library
3:30 to 5:00 P.M.
Committee Members:
Nicole Shumway-Madore
Cynthia Snow
Mary Jo Stevens
Patsy Adams
Judi Morin
Sarah Brown
Finalized 2008 Spring Writing Prompt Administration dates: May 5-16; Grades to be recorded in Power Grade as a common assessment by May 23; personal narrative prompts to be created by grade level teams.
Finalized the writing prompt instruction sheets for K-2 & 3-5.
Discussed curriculum alignment work timeframe.
Next meeting date: TBD @ RVCS Library
Agenda
Begin alignment of curriculum and new MSLR
Designate a date/time for anchor paper identification work
Respectfully submitted,
Judi Morin, Chair