Emerson Elementary: Data Reflection s teacher MiNQY ate 2 2D“ 1S suviect Lf peseent/oata | TPIT atm eng i a eee pious comma splice: &¥- Mrs. McCarthy, Elizabets Tea Cony, oS ergo wee (iskt gertance Wealdnt cay ure) @rtvagint teach preAx, Suey, FOOT wird ‘for vocde practice Commadc - especi at the veginning » a Sentence -» While reading, point + widin idege are offen Implicit % yor habe 0 eg 9 Eranmnde |! How will | re-assess skill/concept? (formative assessment) Identify what specific sklls/concepts need to be re-tayght a groups in order to meet the standard? Commas and Vocdloylary deco winston? All TORY, 1, Tad, Mathew Cooper; Ronnie How will teach those specific skills/concepts? (instructional strategies) How will | re-assess skill/concept? (formative assessment) What depth of knowledge (DOK-rigor) or question type do my students need more practice on? How will give them practice? Level 1—recall Level 2-skill/concept —_ Level 3 - strategic thinking Level 4 - extended thinking5th Grade Emerson PLC Agenda and Minutes Meeting Focus: Language Arts #4 Date: February 26, 2015 1. Review our roles and norms -1 min * Be prepared and on time * Celebrate successes/be positive + Keep the objective in mind, focus and keep it relevant. + Know the objective/agenda in advance with Friday reminder. Share formative assessment results (pure numbers) or student work—2-3 min 2. Identify strengths and weaknesses in data - 10 min 3. Common instructional strategies ~ 15-20 min Overall, students did well on the interim assessment. Seventy-seven percent of the students scored proficient. Question #9 involved using commas in the sentence. Most kids got the first comma correct and missed the second one in the sentence. Question #21 required students to put in information that is in the past tense. Most kids selected the present tense option. Number 15 is a vocabulary question. They did not know the meaning of the word “feat”. Question #13 is another vocabulary question. The correct word is “extravagant”. When students take the SAGE assessment, the vocabulary will not be from Storytown. Jennifer suggested that teachers focus on teaching kids prefixes, suffixes, and using context to determine meaning. Question #22 is another comma question that kids struggled with. Jennifer suggested that when reading aloud to kids, use pauses to teach kids how commas are used in the text and explicitly teach the comma concept. Question #8 asks about the main idea from a particular paragraph. Most students chose answer D. Students had to make an inference about the main idea from the paragraph. The Language Arts department gave feedback to the USOE regarding the SAGE writing assessment. One concern is how early in the year it takes place. Another concern is allowing ELLs and students with disabilities to choose between two prompts when taking the assessment. The assessments will be hand graded so they may not be available when the students take the ELA assessment. The team will look at the upcoming Math Interim #5 assessment to plan for the rigor of. instruction. April will check with the assessment department to make the assessment available. 4, Results indicators - How do we know they know? —5 min 5. SMART goal~3 minEmerson Elementary: Data Reflection reacer{{\s- Miller ome WJUE|I5 saben LANQUAY ALS msesmmenvoaw Lorin 3 - Ws % oe Average What standards did your students do well on? Identify what specific skils/concepts need to be re-taught to the whole class in order to meet the standard? How will | teach those specific skills/concepts? {instructional strategies) conclude something from tex¢ — look for clue words in tex Text Stuctere Think aloud, we Orqaniter ~ Use (ower [evel 12x Road Comma Splice * Echo Rea ; d 4 the text to support opinion /ad Quoting Text: take direct lines from peel Pc Re ee eG assessment) Ser BOC TG, Gee Try using Ufah Compose identify what speci sils/concepts need tobe re taught in small groups in order to meet the standard? Questi¢n * oO 2, 1 lo, wat students? How will teach those specific skilis/concepts? (instructional strategies) Teach iA Small Jroups - peadurg groups ? Re-do these questions How will | re-assess skill/concept? (formative assessment) What depth of knowledge (DOK-rigor) or question type do my students need more practice on? How will | give them practice? Level i—recall Level 2-skill/concept Level 3-strategic thinking Level 4 - extended thinking