Friday, June 30

Friday, June 30

Brook Geller-8:30

Guided Reading Grades 6-8

Pay it Forward Transfer activity. Have group 5-6 sit around someone jumping a rope. One person transcribes on a large piece of paper while the others watch and break-out the parts that the jump roper goes through when they jump rope.

Then the teacher asks us to now transfer (edit) this list for “what a reader does rather than a jump roper.”

Deck of Cards for an Organization called Play Your Best Hand

Clubs-Club leads change

Diamond-Visionary (draw back to a diamond, too many ideas and they often don’t come up with ways it is going to happen)

Spade-Someone who completes projects. Draw back, they miss the big picture because they are busy completing tasks and often miss the why

Heart- The person who builds trust in the room. Often they lose the sight on data and the practical parts of the projects/organization

Joker- The one who brings comic relief, distracts the mission (Hopefully, not invited)

Teacher asks for volunteers to play each part. She gives the group a task to “implement small group reading in the school.”

We watch the process of how each comes together to problem-solve in the process with their particular lens/card strength, so the audience can watch the dynamics...find what is productive.

So have teams pick a card that they are NOT so they can gain a new perspective of the characteristics of groups. You may need a facilitator to help keep things moving along.

Brook showed us how you can take this same process through a “book club” around the book of Mr. Edsell.

Play Your Best Hand-Faith Ralston

Janet Steinberg

Supporting Kids with IEPs: Assessment, Data, and Responsive Instruction

She began the session by having us share with our shoulder partner 3 things that we learned this week that we could take back to our work.

The modifications that She has shown is not about dumbing down the work, but raising the level of the work...more of a bootcamp for student success.

Think about the levels and the modifications together, not separate

We examined a running record where a kid had many unknown words (XXX out) which really gets in the way of comprehension.

She has her kids took at old student’s running records to help them understand how to help one another.

How are the students using the chart to help self-analyze their work.

Example Charts:

I want a copy of her conferring notes for each level-- she says she will put in in the folder

We examine the Running Record for where the student is falling on the progression and examining what kind of work the student will need to do to progress.

She suggested that we incorporate the student’s modifications to give them the tools they need to do this work. We must modify the F & P running records with the student’s modifications in mind...teach them to their strength to help students move along the progression.

How do you plan for this to help SPED students in the overall grade level planning. SPED teacher does the bootcamp (frontloading for students) so they can become successful with the level of work. Modify doesn’t mean change the unit or dumb it down, it means provide tools for kids to be successful on the level of work.