3.+October+12th+-+PM+Session+RACTC

Reading Across the Curriculum October 12, 2009

Team Meeting Log

Members Present : Kristine A., Tom K., Tony C., Millie G., Linda J., Martha S.

Opening : Follow up to //Adult-Child Correspondence as a Model for Good Writing//

Action Plans Implemented

Millie posted **//A//** grades. Students, who didn’t receive A grade and asked why, were given feedback from Ms. Millie.

Linda had students write letter of introduction (examples were brought to meeting). She set guidelines and limits. She gained insight to students thinking and writing abilities.

Kris used 2 methods. One was a word wall-word, definition (rephrased), picture (drawn or from computer) and personal association (sentence using word). One of the words used was from the Art teacher-example of cross curriculum. The second method was a journal and Kris gave daily writing prompts. She responded to writings alternating students or if they put a post it note that meant they wanted her to read it. This journal method gave Kris insights into students that she would not normally have had.

Resources studied/viewed:

Millie presented 12 Powerful words. She posts the words on the wall then reinforces their use through assignments. These words have also helped her to focus topics on her curriculum map.

Martha also uses these words as part of her PSSA test prep.

New Reading __Mastering the Art of Effective Vocabulary Instruction__ Millie presented that she has students raise fingers to identify what level of meaning of word they have based on chart from p 91-92 We all agreed that making a chart of this and posting in room would be beneficial in guiding how and what words we teach. Millie also said in a chapter to choose 5 key concepts and limit vocabulary to a need to know. Tom has students find the words that they don’t know and teach to those words while defining which words are important to know. Linda makes sure that students know that a word can have multiple meanings. Tony says that often words in math are different than common use also that some math phrases mean the same. Students also need to know symbols for the math and science.

Yes using various strategies.
 * Side Comment-Do we teach words in context?

Reflection Key points The examples of correspondence in the classrooms provided insights into students and are valuable tools. We met goals from last meeting. No WIKI-we found out the next day we do have it. There are many different ways to identify necessary vocabulary and instructional strategies to build vocabulary skills. Since this is such a large topic-we’ll continue for next time. What we learned Different classroom practices of correspondence. Shared ideas Better vocabulary instruction practices Math symbols as vocabulary Cooperation with other disciplines to teach multiple meanings of words

Action Plans-submitted to Kris New Topic for next meeting Continued discussion of effective instruction of vocabulary How to implement vocabulary instruction across curriculum Continued discussion of writing correspondence between teacher and student Martha will bring copy of chart from __Differentiated Literacy Strategies__