JACKSON ELEMENTARY AGENDA AND TEMPLATE FOR EQUITY PLCs

Date and Time of PLC: 2/22/2016 12:00 PM Grade Level K

Attendees: Jana, Kelli, Tresann, Naiybe, Izzy, Nicole Suchey
1. DATA: Looking Back
-Review which students did or did not meet the standard for the last focus of our
PLC.
-What strategies were the focus of the last cycle? What did we learn about those
strategies?
-What types of questions did students miss on our assessment?
2. INSTRUCTION: Looking Forward
-Identify the standard/s of focus
W.3
Use a combination of drawing, dictating, and writing to narrate a single event or several
loosely linked events, tell about the events in the order in which they occurred, and provide a
reaction to what happened.

-Deconstruct the standard/s to the skill level (what skill or skills are being
addressed in the standard/s).
Writing sentences
Capital letter, lower case letters
Punctuation
Illustration and writing match

-Determine the pre-requisites of the skill/s you will be addressing

Difference between letters, words and sentences
Write letters both capital and lowercase
Do finger spaces

-Identify the key academic vocabulary

Write and illustrate
Brainstorming

Form Adaption #2 by J. Newell 4/2014 from the original document: PLC/Collaborative Template ED Equity Educational
Consultants www.edequity.com

-What sentence frame/s (from Levels 3 or 4 on DOK) will you use?

I can prove that my sentences are complete by checking the rubric.
(See attached rubric)

JACKSON 5
1. Structured
oral
language
practice
2. Academic
vocabulary

-Describe the ways you will explicitly teach this content/skill

(First week we will brainstorm as a class and write down our
brainstorm and then do an interactive writing as a class using a
prompt. Then the students will write and illustrate their own story
using the same prompt.
Second week, we will brainstorm as a class and then students will
write and illustrate their own story without an interactive writing.
Third week, students will receive a prompt and brainstorm in small
groups, and then write and illustrate their own story.)
Fourth week, students will brainstorm and write and illustrate
independently from a District Writing prompt.

3. Think-PairShareWrite
4. Positive
descriptive
feedback
5. Culturally
conscious
instruction
al
strategies

-Determine the assessment you will use (formative)

Writing prompt form (see attached)

-Develop an instructional plan for students who will have trouble grasping the
content or skill.
For several weeks before this weeks District Writing, we have been having the children write
while using the following teaching interventions
Scaffolding
Help them with sounding out words
Illustrations
Small group writing
Brainstorming and writing as a class

-Develop an instructional plan for students will grasps the content, to broaden or
deepen their learning.
Write more complex sentences
Write with more details
Label illustrations
When
will each
member
Write more,
illustrate
moreof your team be teaching these standards/skills?
Teacher

1. Pereira
2. Lasko

Days and Times

daily 8:30-9:30
daily 8:30-9:30

3. Garcia
daily
Form Adaption #2 by J. Newell
4/20148:30-9:30
from the original document:

PLC/Collaborative Template ED Equity Educational