Académique Documents
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A.M. Team (Thursday @ 6:30 am, Kelli’s Room) = Susan, Kelli, Danyle, and Jaydon
Attendees: P.M. Team (Tuesday @ 3:30 pm, Amy’s Room) = Sarah, Aaron, Stacy, Shawn & Amy
Please bring: Chromebook, pencil/pen, highlighter, WTW With Struggling Students book, WTW Data Sheet
Agenda Items:
Topic Presenter Time Notes/Minutes
Allotted
“SPRING” 25 min Input all of your student scores into the spreadsheet:
Spelling CLICK HERE → TEAM CLASS COMPOSITE
Inventory
Results!
Reflecting on 25 min When you finish inputting your student scores, complete the
the year Fall-Winter-Spring REFLECTION SURVEY
(F-W-S)
*Every team member needs to complete this survey this week, please!
A.M. Team (Thursday @ 6:30 am, Kelli’s Room) =April 13, Susan, Kelli, Danyle, Jaydon, April 20
Susan, Kelli, Danyle
Attendees: P.M. Team (Tuesday @ 3:30 pm, Amy’s Room) = Shawn, Aaron, Stacy, Sarah, Amy
Please bring: Chromebook, pencil/pen, highlighter, WTW With Struggling Students book, WTW Data Sheet
Agenda Items:
Topic Presenter Time Notes/Minutes
Allotted
BOOK STUDY All 25 min CHAPTER 7: Word-Specific Vocabulary Instruction (pg. 201-234)
*time to read All team members take 20 minutes to read the entire chapter...it’s
really good & it’d be beneficial to read it all!
Aaron- 1) There are 7 critical questions for vocabulary instruction; which
vocab word to teach, how much time for each one, when should I teach
them in the lesson progression, what is the student's background
knowledge, how should I teach the words, what do I want the students to
know about each word, how can I bring about enthusiasm for the vocab
words.
2)The Three-Level framework states that all words fall into either deep
knowledge words, foot in the door words, and words not to teach. Words
not to teach would be words that students already know(makes sense),
foot in the door words would be words that you only know to need enough
to make the reading sense, and deep knowledge words would include
words that would be mission critical to understanding the readings or
words that are high frequency across many contents.
NEXT STEPS 1 min APRIL 25/27 Meeting - Amy wants everyone to look at the
VOCAB PLANNER from UNI!
Groups will meet each week except for the week of March 13-17.
● April: PM meet April 4, 11, 25 / A
M meet April 6, 20, 27
● Finish by week of May 8-12!
Collaborative
(Meeting #28 of 32) APRIL 4/6, 2017
Team Meeting A.M. Kelli Bonar’s Room @ Ed Stone
P.M. Amy Drew’s Room @ Ed Stone
Agenda Items:
Topic Presenter Time Notes/Minutes
Allotted
BOOK STUDY All 20 min PM/AM Group: CHAPTER 6 Jigsaw (pgs. 161-200)
*time to discuss *Jot your 3 “big ideas” below
Stacy - “phone # syndrome”...same with vocab...memorizing doesn’t
work! Use vocab in direct instruction, Greek/Latin Roots, over 60%
of vocab come from Latin/Greek, 90% of science words!!
Amy - VOCAB PLANNER...TRY THIS!!
Jaydon - pg 196 - Roots develop from prefix→ suffix → latin/greek
roots,
Aaron - Emphasize the ROOT of words, use gradual release “Teacher
talking, teacher thinking”...that isn’t the point in teaching,
CONSISTENT language!
Sarah - Vocab notebook (great idea to keep words & definition),
vocab games to support roots/affixes/latin & greek
Shawn - More vocab games,
Groups will meet each week except for the week of March 13-17.
● April: PM meet April 4, 11, 25 / A
M meet April 6, 20, 27
● Finish by week of May 8-12!
Collaborative
(Meeting #27 of 32) MARCH 28/30, 2017
Team Meeting A.M. Kelli Bonar’s Room @ Ed Stone
P.M. Amy Drew’s Room @ Ed Stone
A.M. Team (Thursday @ 6:30 am, Kelli’s Room) = Kelli, Danyle, and Susan
Attendees: P.M. Team (Tuesday @ 3:30 pm, Amy’s Room) = Shawn, Aaron, Stacy, Sarah
Please bring: Chromebook, pencil/pen, highlighter, WTW With Struggling Students book, WTW Data Sheet
Agenda Items:
Topic Presenter Time Notes/Minutes
Allotted
Reflect on your 20 min What does your daily routine look like? If you swap groups, discuss
WTW routine how the day-to-day is going.
Stacy - My students have a clear routine, they know the expectations
and my associates are really involved in helping me differentiate the
instruction.
Shawn - Since I teach science I have modified the routine to work
with my content-specific science terms. We have a set routine we use
at the beginning of my units. It’s been a really great way to start of the
unit and build their vocab!
Amy - I’ve been working in a 7th grade Fusion class establishing a
routine with the teacher & co-teacher. It’s been great! The students
scored extremely low on their spelling inventory, so I was glad the
teacher was willing to try WTW!
Susan, Kelli, and Danyle-Our students are on a routine. We switch to
groups on Mon, Wed, and Friday. On Tuesday and Thursday the
students still sort and work on their words we just don’t switch. We
have been looking at the spelling test data and am thinking that certain
groups need to to work on sorts for 2 weeks instead of 1 week.
WTW Next How can we be proactive for next year? What needs to happen at the
Year beginning of the school year so we are prepared?
Amy - I am concerned if we will have Fusion next year at Stone. How
are we going to support our struggling readers who do NOT have
reading IEP’s? Mathes can only take approx. 10 students per grade
level for intervention.
Stacy - We need to make sure we give the Spelling Inventory right
when school starts so we can make groups/rotations.
Sarah - Next year I will use WTW with all my 6th grade students. I’m
still not sure if I should use it with 7th/8th grade, they tend to be more
“comprehension” concerns.
Susan, Kelli, and Danyle-All 3 of us are planning on using Words
Their Way next year. We like the groups and they might be more
accepting with other students if we start this at the beginning of the
year. Have the students keep their spelling grade so they can self
monitor.
Groups will meet each week except for the week of March 13-17.
● April: PM meet April 4, 11, 25 / A
M meet April 6, 20, 27
● Finish by week of May 8-12!
BOOK STUDY All 20 min PM/AM Group: CHAPTER 6 Jigsaw (pgs. 161-200)
*time to discuss *Jot your 3 “big ideas” below
Collaborative
(Meeting #26 of 32) MARCH 21/23, 2017
Team Meeting A.M. Kelli Bonar’s Room @ Ed Stone
P.M. Amy Drew’s Room @ Ed Stone
A.M. Team (Thursday @ 6:30 am, Kelli’s Room) = Susan, Kelli, Jaydon, Danyle
Attendees: P.M. Team (Tuesday @ 3:30 pm, Amy’s Room) = Shawn, Aaron, Sarah, Stacy
Please bring: Chromebook, pencil/pen, highlighter, WTW With Struggling Students book, WTW Data Sheet
Agenda Items:
Topic Presenter Time Notes/Minutes
Allotted
BOOK STUDY All 20 min PM/AM Group: CHAPTER 5 Jigsaw (pgs. 125-159)
*time to discuss *Type your “3 Big Ideas” below.
Stacy - (pg. 125-131) In the area of Syllables and Affixes Stage the
first big idea is reading in the intermediate stage. Struggling
reading at this stage have difficulty in the area of fluency. They
may be struggling with decoding and storing unknown
multisyllabic words. The next big idea is writing in the
intermediate stage. Just like in fluency may continue to be an issue
in writing. This may reflect in their length of written pieces,
limited word choice, and lack of voice. The third big idea is
spelling in the intermediate stage They need to understand where
syllable and morphemic break occur so they can use that
information to quickly and accurately “chunk” words for reading
and spelling.
Amy - (pg. 132-138)
#1 - Syllables are so important for students who struggle with
reading/spelling/writing. The syllables help them break words into
recognizable chunks (pilot VCV vs. rabbit VCCV)
#2 - Compound words are an easy way to get started with syllables
since they are made of one-syllable words (down-hill)
#3 - Inflected Endings are suffixes added to mark tense/# (ex. -s, -ed,
-ing). Kids use these endings when talking, but seem to neglect them
when writing. These sorts will address this area they need to improve.
Aaron - (pg. 139-144)
Big Idea #1: There exists a difference between VC-CCV versus
VCC-CV sorts. The major difference appears to be that in VCC/CV
the student divides after a consonant blend or a consonant digraph
(pump/ kin, part/ ner, sand/wich.) In a VC/CCV the student divides
before a consonant blend or a consonant digraph(hun/dred).
Big Idea # 2: There are the “Big 4” rules for students to use to
determine syllable stress. The accented syllable often has a long vowel
sound- like sailor. Pre/suffixes are almost never accented(re-new,
brave-ly). Most two syllable words are accented on the first syllable,
such as “balance”. The final rule is that syllables with a schwa are not
accented regardless of the pattern, such as foun-tain.
Big Idea #3: Apply the WTW formula to the above knowledge, and
keep it simple. Rather than have students memorize “ the Big 4” rules
in determining syllables, stress students being able to practice looking
for patterns. Have students look for “doubles” or “doubling” . Show
the students multiple examples of VC-CCV versus VC/CCV and see if
they can arrive to some thoughts about what makes the patterns
different.
Sarah - (pg. 145-151):
Big Idea #1is ODDBALLS: Oddballs are important for 2 reasons:
they are memorable and they force your students to really think
about the sounds and patterns. Sometimes what appears to be an
oddball is actually a new pattern!
Idea #2: TEACHER -DIRECTED CLOSED SORT:
The goal of the closed sorting procedure is to emphasize
similarities and differences among targeted features.The
procedure is to demonstrate, sort, check, and then reflect.
Idea #3 Open Sort: Open sorts demand a high level of thinking
and can be included in your study once students are familiar with
sorting and do not require explicit instruction!
Idea # 4 Writing Sort: Writing sorts provide children with the
opportunity to apply their word study work to their writing. They
can be done independently or in groups with teacher support.
Idea #5 Blind Writing Sort: A blind writing sort can only be done
after students have had the opportunity to practice the features
for the week. You may need to model a blind sort first, but
students can work in pairs well to do this activity.
Shawn - (pg. 152-159)
Groups will meet each week except for the week of March 13-17.
● April: PM meet April 4, 11, 25 / A
M meet April 6, 20, 27
● Finish by week of May 8-12!
Facilitator: Susan Amy A.M. Notes in RED / P.M. Notes in BLUE
A.M. Team (Thursday @ 6:30 am, Kelli’s Room) = Kelli, Danyle, Susan
Attendees: P.M. Team (Tuesday @ 3:30 pm, Stacy’s Room) = Shawn, Aaron, Stacy
Please bring: Chromebook, pencil/pen, highlighter, WTW With Struggling Students book, WTW Data Sheet
Agenda Items:
Topic Presenter Time Notes/Minutes
Allotted
WORD SORT 15 min Amy made posters for each type of Words Sort (Speed Sort,
Posters Blind Sort, Writing Sort, etc.)
(Directions)
Take a look:
https://docs.google.com/document/d/1t_8JLDIItIOB4bQtzGo9d
h6LE8NkrEutpvZtcwKalKg/edit
Has anyone printed them? How are they working for associates?
Groups will meet each week except for the week of March 13-17.
● April: PM meet April 4, 11, 25 / A
M meet April 6, 20, 27
● Finish by week of May 8-12!
Facilitator: Susan Amy A.M. Notes in RED / P.M. Notes in BLUE
A.M. Team (Thursday @ 6:30 am, Kelli’s Room) = Susan, Kelli, Danyle
P.M. Team (Tuesday @ 3:30 pm, Stacy’s Room) = Stacy, Sarah, Aaron *Shawn @ Corse After School
Attendees: Program
Please bring: Chromebook, pencil/pen, highlighter, WTW With Struggling Students book, WTW Data Sheet
Agenda Items:
Topic Presenter Time Notes/Minutes
Allotted
Warm Up 5 min Gripe or Celebrate (5 minutes only!)
Flex/Split AM Group - Discuss how it’s going! What is working well? What
Groups isn’t working?
BOOK STUDY All 50 min CHAPTER 4: Within Word Pattern Stage (pgs. 93-124)
*Share your “3 Big Ideas” with the team next week.
Amy (pages 117-124) - {1} Blind Writing Sort - done after students
have had lots of time to sort/practice, excellent way to see if students
are learning the features they are studying! {2}Manipulation - to help
students segment & blend words, emphasizes spelling patterns,
Elkonin boxes, page 119, help students separate the distinct sounds
{3} Struggling readers get bogged down with middles of words AND
memorizing high-frequency words, page 120-124 has game ideas to
help like sentence Bingo/homophone rummy/jeopardy
Jaydon (pages 93-101) - This section talks about word patterns, its
starts out by comparing the three options of CVCe, CVVC and CVV.
On pages 99-101 it talks about word patterns- this goes back to the
beginning of the chapter where it was focused on the three options of
CVC, it reinforces these to help the students become proficient in
developing word patterns to help them become fluent readers.
Groups will meet each week except for the week of March 13-17.
● April: PM meet April 4, 11, 25 / A
M meet April 6, 20, 27
● Finish by week of May 8-12!
Facilitator: Susan Amy A.M. Notes in RED / P.M. Notes in BLUE
A.M. Team (Thursday @ 6:30 am, Kelli’s Room) = Susan, Kelli, Danyle, and Jaydon
Attendees: P.M. Team (Tuesday @ 3:30 pm, Stacy’s Room) = Sarah, Stacy, Shawn, Aaron *independent book study
Please bring: Chromebook, pencil/pen, highlighter, WTW With Struggling Students book, WTW Data Sheet
Agenda Items:
Topic Presenter Time Notes/Minutes
Allotted
BOOK STUDY All 50 min CHAPTER 4: Within Word Pattern Stage (pgs. 93-124)
*Take this time to read your section of chapter 4, take notes and
come up with “3 Big Ideas” to share with the team next week.
*Aaron & Shawn - please put your 3 big ideas below for us to
discuss next week.
Aaron(pages 99-104)
1) Teachers should place students in a spelling sequence based on
where they scored on their latest inventories. Placement should be
flexible and mobile, based on daily student performance. Keep an eye
on the ball- teach students where they are at developmentally.
Jaydon (pages 93-101) - This section talks about word patterns, its
starts out by comparing the three options of CVCe, CVVC and CVV.
On pages 99-101 it talks about word patterns- this goes back to the
beginning of the chapter where it was focused on the three options of
CVC, it reinforces these to help the students become proficient in
developing word patterns to help them become fluent readers.
Groups will meet each week except for the week of March 13-17.
● April: PM meet April 4, 11, 25 / A
M meet April 6, 20, 27
● Finish by week of May 8-12!
Facilitator: Susan Amy A.M. Notes in RED / P.M. Notes in BLUE
A.M. Team (Thursday @ 6:30 am, Kelli’s Room) = Susan, Kelli, Jaydon, Danyle
P.M. Team (Tuesday @ 3:30 pm, Stacy’s Room) = Stacy, Sarah
Attendees: *Shawn-after school program at Corse/Aaron-basketball
Please bring: Chromebook, pencil/pen, highlighter, WTW With Struggling Students book, WTW Data Sheet
Agenda Items:
Topic Presenter Time Notes/Minutes
Allotted
A.M. Team (Thursday @ 6:30 am, Kelli’s Room) = Susan, Kelli, and Danyle
P.M. Team (Tuesday @ 3:30 pm, Stacy’s Room) = Sarah & Stacy
Attendees: *Shawn-after school program at Corse/Aaron-basketball
Please bring: Chromebook, pencil/pen, highlighter, WTW With Struggling Students book, WTW Data Sheet
Agenda Items:
Topic Presenter Time Notes/Minutes
Allotted
PART 2: Everyone will take the remaining time to complete the Fall
to Winter: Reflection Survey
Click here to complete, we will discuss the survey next week:
https://docs.google.com/a/gapps.bcsds.org/forms/d/e/1FAIpQLScM7I
kV0spOVgOzOcaV2fWUL1CwMnSdRBp9PNaTk66ZDAx0cg/viewf
orm
Facilitator: Amy / Susan A.M. Notes in RED / P.M. Notes in BLUE
A.M. Team (Thursday @ 6:30 am, Kelli’s Room) = Kelli, Danyle, and Susan
P.M. Team (Tuesday @ 3:30 pm, Stacy’s Room) = Sarah, Stacy
Attendees: *Shawn-after school program mtg/Aaron-basketball
Please bring: Chromebook, pencil/pen, highlighter, WTW With Struggling Students book, WTW Data Sheet
Agenda Items:
Topic Presenter Time Notes/Minutes
Allotted
SPELLING All 50 min PART 1: Everyone needs to take 10 minutes to mark their students
INVENTORY WINTER scores on our Collaborative Composite sheet:
(click here to access it! Use BLUE)
https://docs.google.com/document/d/1koxBvJd_qfXU2G_vDbAGkjB
mvftAd6niyIM38YrKn3g/edit
*Shawn & Aaron, you will need to mark your students
PART 2: Everyone will take the remaining time to complete the Fall
to Winter: Reflection Survey
Click here to complete, we will discuss the survey next week:
https://docs.google.com/a/gapps.bcsds.org/forms/d/e/1FAIpQLScM7I
kV0spOVgOzOcaV2fWUL1CwMnSdRBp9PNaTk66ZDAx0cg/viewf
orm
A.M. Team (Thursday @ 6:30 am, Kelli’s Room) = Susan, Danyle, Kelli, and Jaydon
Attendees: P.M. Team (Tuesday @ 3:30 pm, Stacy’s Room) = Sarah, Stacy, Shawn
Please bring: Chromebook, pencil/pen, highlighter, WTW With Struggling Students book, WTW Data Sheet
Agenda Items:
Topic Presenter Time Notes/Minutes
Allotted
Team Make-up 10 min P.M. Team - Sarah will share her notes/discussion for the meetings
“Sharing” she has had to miss. Sarah shared what she spent time working on
for WTW during her missed meetings. She spent time putting her
binder together for the spelling inventory. She also shared her write
up of Amy coming into her classroom and the results of that.
BOOK STUDY All 45 min PM Team FINISH Jigsaw Discussion of CH 3 (pages 59-92)...
Facilitator: Stacy & Shawn / Susan A.M. Notes in RED / P.M. Notes in BLUE
A.M. Team (Thursday @ 6:30 am, Kelli’s Room) = Susan, Danyle, Jaydon, Kelli
Attendees: P.M. Team (Tuesday @ 3:30 pm, Amy’s Room) = Sarah, Stacy, Shawn {Amy @ Ad Building}
Please bring: Chromebook, pencil/pen, highlighter, WTW With Struggling Students book, WTW Data Sheet
Agenda Items:
Topic Presenter Time Notes/Minutes
Allotted
BOOK STUDY All 45 min AM/PM Teams FINISH Jigsaw Discussion of CH 3 (pages 59-92)...
Stacy - (pg. 71-78)
Amy - (pg. 78-86) at Admin.
Aaron - (pg. 65-70) moved to AM group
Shawn - (pages 87-92);
Sarah - (went last time-finished) note taking today
Stacy gave Spelling Inventory and students didn’t do much better this
time! Power Score vs. Feature Score. She thinks she does more of a
Power feature. Briefly discussed grouping students. Sarah commented
that her students also did not do much better on Winter Inventory
compared to fall inventory. Problem is with grouping kids in lower
groups but Stacy thinks they need to be at the same level in order to
complete the various sorts.
Shawn-
Organizing your classroom. Told us what dry snitching is! Fake telling
on another student when a teacher walks in the room.
1. Develop a familiar routine.
2. Schedule time for teacher directed group work.
3. Keep it short. Stacy gives only 10 words for a test.
4. Plan for students to work independently and with each other.
(AM group finish Danyle’s part)
Danyle (pg. 79-86)
*If you haven’t given the inventory yet, take this time to get
everything printed that you will need!
Everyone will report to their team members: the student’s fall level,
the student’s winter level, did they make progress?, why is this student
progressing or not progressing?
Facilitator: Amy / Susan A.M. Notes in RED / P.M. Notes in BLUE
A.M. Team (Thursday @ 6:30 am, Kelli’s Room) = Kelli, Susan, Jaydon
Attendees: P.M. Team (Tuesday @ 3:30 pm, Amy’s Room) = Shawn, Sarah, Stacy, Amy
Please bring: Chromebook, pencil/pen, highlighter, WTW With Struggling Students book, WTW Data Sheet
Agenda Items:
Topic Presenter Time Notes/Minutes
Allotted
BOOK STUDY All 45 min AM/PM Teams FINISH Jigsaw Discussion of CH 3 (pages 59-92)...
Sarah - (pg. 59-64)
- Pg. 61 (sample), Pg. 63 Checklist to analyze writing
- So glad we are starting shakeout meetings to look at data now
Amy - (finish discussing pgs. 51-58, vocab)
● Vocabulary is under-taught, needs to be stronger part of
weekly class routines for teachers!
● Need help? Want to do more with vocab? Amy has
AWESOME vocabulary games, etc!!! Email her.
● Amy showed the group her samples from working in a 6th
grade room (Christmas Carol - vocab & Quizlet)
Stacy - (pg. 71-78)
Amy - (pg. 78-86)
Aaron - (pg. 65-70)
Shawn - (pages 87-92)
(AM group finish pages 66 - 92)
Kelli -(pg. 66-70)- Spelling inventories for English learners are
packed with a great deal of information. It is important that students
are comfortable when they are given the inventories. Teachers should
create a comfortable environment that encourages the efforts of the
kids and make them less fearful. In selecting an inventory you want to
consider grade level and reading achievement but with struggling
readers more on achievement level. You may also choose a
Qualitative spelling checklist that will give a spelling stage estimate.
Another option would be to start all kids at the same level and
adjusting as necessary keeping in mind that the students need to make
a number of errors in order to the spelling stage and you need to
choose a level of which not to many errors are made. Good Rule of
thumb is to start easier and if the percentage of the inventory is 50% or
lower.When giving the inventory make sure you are calling words out
appropriately and using the words in a sentence. Monitor the kids
when they are taking the inventory move around and look at what they
are doing. Make sure kids keep up with the words by saying
“numbe___.” then you can see skipped words. When finished you
can say the list again if necessary to fill in those empty blanks. Keep
in mind 50 or below give the level below, 90 or above the next level
and 51-89 do not need additional inventories.
Susan - (70-78) Step 4 Score and Analyze the Inventories
Scoring the spelling test will give you two scores the power score and
the feature score. The spelling inventory list will give you information
on the features that are mastered. The elementary spelling inventory
includes short vowels and single-syllable words the next group of
words include single syllable words that contain vowel patterns. The
list progresses into different derivational relations stages. As you
score the words using the feature guide you will begin to identify the
misspelled words by if they didn’t write the ending sound, did they
use the correct vowel pattern.
After you complete the feature guide you will determine the
developmental stage. If the student missed 2 or more letter areas then
they will be working in that stage or area that they missed the letters (I
can give an example of this).
Step 5 Organize Groups
The groups should be fluid, changing throughout the year. Small
groups at their instructional level works best. 6-8 students in a group,
4 to 5 groups are manageable in a class, I assume that this is a gened
class. Our groups and sizes of groups would be smaller. While the
teacher is working with a group doing a small lesson, the other
students will be reading, journaling, working on sorts. Your groups
will correlate with the stages. Using the Spelling by stage classroom
organization chart put the names of the students in the stage that they
belong and this will guide you with your groups.
Danyle -
Jaydon- 87-92
This section starts off with Spelling test. On the chart on page 87 it is
showing that the teacher uses the same spelling test in different
months to gauge if the students are learning how to put words and
sounds together. On page 88, it is showing how the teacher used
different words from other spelling sorts and previously used test
The chapter then transitions to how you can set your classroom up in
an organized fashion where teachers can display and implement other
spelling strategies into their lesson plans. One teacher used period
scheduling which allows the teacher a large sum of time to focus on
one topic that focuses with a students with similar needs. Block
scheduling is set up where the teacher gets even a larger sum of time
and can break the time into 30 minute segments. This allows the
teacher to break apart the time that is given and focus on different
topics or skills.
Facilitator: Amy / Susan A.M. Notes in RED / P.M. Notes in BLUE
A.M. Team (Thursday @ 6:30 am, Kelli’s Room) = Kelli, Susan, Jaydon, and Danyle
Attendees: P.M. Team (Tuesday @ 3:30 pm, Amy’s Room) = Shawn, Stacy & Amy
Please bring: Chromebook, pencil/pen, highlighter, WTW With Struggling Students book, WTW Data Sheet
Agenda Items:
Topic Presenter Time Notes/Minutes
Allotted
BOOK STUDY All 45 min AM/PM Team members take 20 minutes to read CHAPTER 3
(jigsaw read it, by breaking the chapter into small parts, each person
takes a part)
● Go sit in the commons and get comfortable, if you want
● Highlight interesting parts, annotate on the sides
● Bring back 3 items to discuss (questions, ideas, cool parts)
Amy (pg. 51-58)...How does Vocab relate to “content” areas?
-Shawn: in science/NGSS
they are using Quizlet to learn vocab
-
Sarah - (pg. 59-64)
- Appendix A has all the tools for giving the inventories!
- Developmental assessments provide the info teachers NEED
- Lang Arts teachers don’t really know what level their students
are reading at...this is a shame. {the whole group agrees}
START HERE
Stacy - (pg. 71-78)
Amy - (pg. 78-86)
Aaron - (pg. 65-70)
Shawn - (pages 87-92)
Danyle and Susan did the inventory we were looking over the results
and discussing it for a bit.
Kelli -
Danyle -
Susan -
Whole group - (pg 59-65) students do not have the mixed digraph
knowledge, they are going with the vowel sounds. Why this is
happening students are needing different levels of instructions.
Teacher needs to observe the spelling in all areas. The use of the
qualitative spelling test will help out with this. Using the qualitative
spelling spelling test will help us determine the student’s needs. Non
speaking English students will revert back to their rules of their
primary language.
We discussed the spelling list which one to use for Kelli and Jaydon.
Facilitator: Amy / Susan A.M. Notes in RED / P.M. Notes in BLUE
A.M. Team (Thursday @ 6:30 am, Kelli’s Room) = Susan, Kelli, Danyle, and Jaydon
Attendees: P.M. Team (Tuesday @ 3:30 pm, Amy’s Room) = Sarah, Aaron, Stacy
Please bring: Chromebook, pencil/pen, highlighter, WTW With Struggling Students book, WTW Data Sheet
Agenda Items:
Topic Presenter Time Notes/Minutes
Allotted
BOOK STUDY All 45 min AM Team members finish jigsaw discussion of CHAPTER 2
Danyle (pg. 51-58) - Building vocabulary and giving strategies
(helping students make a connection between learning and life, words
in context (then find the word in their reading), concept and means
sorts-find their own definition so they can own it, Another is concept
meaning sorts across the curriculum.
Mark these dates on your calendar to bring your weekly test scores:
January 24 (PM) / 26 (AM) *give inventory, discuss next week!
February 21 (PM) / 23 (AM)
March 21 (PM) / 23 (AM)
April 25 (PM) / 27 (AM) *give inventory, discuss next week!
May 23 (PM) / 25 (AM)
Note
Facilitator: Stacy/ Susan taker:Baresel A.M. Notes in RED / P.M. Notes in BLUE
A.M. Team (Thursday @ 6:30 am, Kelli’s Room) = Susan, Kelli, Jaydon
Attendees: P.M. Team (Tuesday @ 3:30 pm, Amy’s Room) = Sarah, Stacy, Shawn, {Amy @ Admin Mtg}
Please bring: Chromebook, pencil/pen, highlighter, WTW With Struggling Students book, WTW Data Sheet
Agenda Items:
Topic Presenter Time Notes/Minutes
Allotted
DISCUSSION:
Sarah - (pg. 27-32): Word knowledge is foundational...it’s a domino
effect, “just right” = spelling inventory, gradual release is key to
instruction
Shawn - (pg. 33-38): memorization doesn’t work, connect new to
known, kids need a nicely organized “file drawer” to pull out the
schema needed, keep kids engaged {5 practices, pg 36}
HAD TO STOP HERE...Finish on Dec. 6th
Amy - (pg. 51-58) Amy will share at next meeting!
Aaron(pg 39-44) If you make any learning activity hands on, it will be
twice as effective as rote memorization. The teacher in the example
only had one day out of ten to work with kids, due to large class
numbers, so she focused on thinking process over everything else-
emphasize pattern identification.
Group (pg. 45-50) Sound sorts the students need to say the words or
pictures outloud so they hear the sounds and if they belong and or
together under the heading or not. This supports an anchor to their
learning.
Sound sorts- 1st step of Words Their Way
Pattern sorts- sound sorts or stand alone sorts
Writing sorts-Write sorts say the letter as you write the word, turn one
word over at a time and write it.
Blind writing sort-partner will read the word student will say and spell
it and put it in the appropriate heading.
Speed sort-increases fluency and automaticity, using a stop watch for
this.
Word Hunt-make a connection between reading and word sorts.
Brainstorming-a list of words if the sort you are studying is not found
in the text that you are reading, example would be prefixes.
HAD TO STOP
Danyle (pg. 51-58)
Mark these dates on your calendar to bring your weekly test scores:
January 24 (PM) / 26 (AM) *give inventory, discuss next week!
February 21 (PM) / 23 (AM)
March 21 (PM) / 23 (AM)
April 25 (PM) / 27 (AM) *give inventory, discuss next week!
May 23 (PM) / 25 (AM)
Facilitator: Amy, Susan Note taker: A.M. Notes in RED / P.M. Notes in BLUE
A.M. Team (Thursday @ 6:30 am, Kelli’s Room) = Susan, Kelli, Jaydon
Attendees: P.M. Team (Tuesday @ 3:30 pm, Amy’s Room) = Sarah, Stacy, Aaron, Shawn
Please bring: Chromebook, pencil/pen, highlighter, WTW With Struggling Students book, WTW Data Sheet
Agenda Items:
Topic Presenter Time Notes/Minutes
Allotted
Mark these dates on your calendar to bring your weekly test scores:
January 24 (PM) / 26 (AM) *give inventory, discuss next week!
February 21 (PM) / 23 (AM)
March 21 (PM) / 23 (AM)
April 25 (PM) / 27 (AM) *give inventory, discuss next week!
May 23 (PM) / 25 (AM)
BOOK STUDY All 40 min Team members take 20 minutes to read CHAPTER 2 (jigsaw read it,
by breaking the chapter into small parts, each person takes a part)
● Go sit in the commons and get comfortable, if you want
● Highlight interesting parts, annotate on the sides
● Bring back 3 items to discuss (questions, ideas, cool parts)
DISCUSSION:
Sarah - (pg. 27-32): Word knowledge is foundational...it’s a domino
effect, “just right” = spelling inventory, gradual release is key to
instruction
Shawn - (pg. 33-38): memorization doesn’t work, connect new to
known, kids need a nicely organized “file drawer” to pull out the
schema needed, keep kids engaged {5 practices, pg 36}
HAD TO STOP HERE.
Aaron - (pg. 39-44)
Stacy - (pg. 45-50)
Amy - (pg. 51-58)
Susan - (pg. 33-38) Make connections with the words, memorizing
doesn’t work. Sorting is a natural application of schema theory to
instruction, it is the base of gradual release. Sorts help with problem
solving. If students hear they forget, if they do they remember and
understand. Practice and feedback from the teacher are a must.
Students need to be engaged.
Jaydon - (pg. 27-32) students don’t decoding skills and
comprehension skills when they read it on their own but when an adult
reads it to them they can do better comprehend. 5 core steps to help
struggling readers.
HAD TO STOP HERE.
Kelli - (pg. 39-44)
Split up pages for next week (pg. 45-58)
NEXT STEPS Future Meeting Topics & Other Information:
Mark these dates on your calendar to bring your weekly test scores:
January 24 (PM) / 26 (AM) *give inventory, discuss next week!
February 21 (PM) / 23 (AM)
March 21 (PM) / 23 (AM)
April 25 (PM) / 27 (AM) *give inventory, discuss next week!
May 23 (PM) / 25 (AM)
Facilitator: Amy, Susan Note taker: A.M. Notes in RED / P.M. Notes in BLUE
A.M. Team (Thursday @ 6:30 am, Kelli’s Room) = Susan, Danyle, Kelli, and Jaydon
Attendees: P.M. Team (Tuesday @ 3:30 pm, Amy’s Room) = Sarah, Shawn, Stacy
Please bring: Chromebook, pencil/pen, highlighter, Words Their Way With Struggling Students book
Agenda Items:
Topic Presenter Time Notes/Minutes
Allotted
Weekly Test 15 min This week each team member will show how they filled out the
Scores WTW Words Their Way Weekly Spelling Score Data Sheet
after the students take their weekly test. (click here to view the
sheet)
WHAT NOW? All 40 min Each team member identified what they would like to do next.
Looking at the items you listed below, take time to look online OR in
our WTW manual for ideas to support your needs.
After approx. 20 minutes each person share what they found with the
group.
Aaron - make the sorts into a scavenger hunt around the school
Sarah -
Stacy - observations of the kids doing each activity (rubric)
Shawn - want to get NGSS vocab for sorts
Amy - help all team members
Kelli - would like to put WTW all together and have a routine with
her other curriculum.
Susan - write words on the window with dry erase marker, shaving
cream on desk to practice words.
Danyle - Have students write a sentences using 5 words.
Jaydon -Ways to tie words their way into the UNIQUE curriculum
that is used daily, Would love some more wtw games
A.M. Team (Thursday @ 6:30 am, Kelli’s Room) = Kelli, Susan, Danyle
Attendees: P.M. Team (Tuesday @ 3:30 pm, Amy’s Room) = Stacy, Aaron, Shawn
Please bring: Chromebook, pencil/pen, highlighter, Words Their Way With Struggling Students book
Agenda Items:
Topic Presenter Time Notes/Minutes
Allotted
Weekly Test 10 min Next week each team member will start filling out the WTW
Scores Words Their Way Weekly Spelling Score Data Sheet after the
students take their weekly test. (click here to view the sheet)
Please make sure you print a copy to record scores each week!
Bring your scores to our collaborative meetings each week!
WHAT NOW? All Now that you’ve reflected on your students needs...what do you as the
teacher need t o take the students to the next level?
For example: “I need more WTW games, Ways to connect WTW to
reading class, Ways to connect WTW to writing, Ways to connect
WTW to vocabulary, etc.”
TEAM COMPOSITE
Each team member needs to tell 1-2 things they need (this will drive
what we do during our upcoming meetings). Please list your ideas
here:
Aaron - make the sorts into a scavenger hunt around the school
Sarah -
Stacy - observations of the kids doing each activity (rubric)
Shawn - want to get NGSS vocab for sorts
Amy - help all team members
Kelli -Ways to tie words their way into the UNIQUE curriculum that
is used daily, Would love some more wtw games
Susan - write words on the window with dry erase marker, shaving
cream on desk to practice words.
Danyle - Have students write a sentences using 5 words.
Jaydon -
A.M. Team (Thursday @ 6:30 am, Kelli’s Room) = Kelli, Susan, Danyle, and Jaydon
Attendees: P.M. Team (Tuesday @ 3:30 pm, Amy’s Room) = Sarah, Stacy, Aaron, Shawn
Please bring: Chromebook, pencil/pen, highlighter, Words Their Way With Struggling Students book
Agenda Items:
Topic Presenter Time Notes/Minutes
Allotted
TO DISCUSS:
● Our teams need to meet for 32 hours this year.
● How many hours have we met so far? 10 hours
● If you miss a meeting you are required to make up your hours.
Troubleshootin 15 min What are you struggling with in class? Group share/solutions.
g Stacy - Kids started off so well, but seem to be burnt out lately.
We looked at Stacy’s weekly test scores and discussed who was
struggling and why. We thought that it would be good for our
group to bring our own test scores each week. Stacy is going to
share the data sheet she uses to input her weekly scores. Amy
will add this to our agenda in a couple weeks. This way the
weekly scores are what drives our team discussion (who needs
extra practice and what do they need?) MORE INFO TO
COME...
Shawn - I’m confused how the lesson planner works since I do
science. Sarah is struggling, too, not sure how to incorporate.
*TEAM RAN THROUGH THE WEEKLY PLANNER and
DEMONSTRATED the weekly routine & how to do each of the
sorts (blind, speed, partner). AM team can review Weekly
Planner if desired.
PM GROUP STOPPED HERE, RAN OUT OF TIME.
*Team ran through weekly planner and demonstrated the weekly
routine like the pm group did.
WHAT NOW? All Now that you’ve reflected on your students needs...what do you as the
teacher need t o take the students to the next level?
For example: “I need more WTW games, Ways to connect WTW to
reading class, Ways to connect WTW to writing, Ways to connect
WTW to vocabulary, etc.”
TEAM COMPOSITE
Each team member needs to tell 1-2 things they need (this will drive
what we do during our upcoming meetings). Please list your ideas
here:
Aaron -
Sarah -
Stacy -
Shawn -
Amy -
Kelli -Ways to tie words their way into the UNIQUE curriculum that
is used daily, Would love some more wtw games
Susan -
Danyle -
Jaydon -
Facilitator: Amy, Susan Note taker: A.M. Notes in RED / P.M. Notes in BLUE
A.M. Team (Thursday @ 6:30 am, Kelli’s Room) = Susan, Kelli, Danyle
Attendees: P.M. Team (Tuesday @ 3:30 pm, Stacy’s Room) = Stacy, Aaron, Shawn
Please bring: Chromebook, pencil/pen, highlighter, Words Their Way With Struggling Students book
Agenda Items:
Topic Presenter Time Notes/Minutes
Allotted
Warm Up: 5 min We are going to try something NEW for warm-up! (Amy learned this at a
recent coaching training)
1. Sometime we need to vent, sometimes we have something positive
to say...we will now use this 5 minutes to get stuff off your chest...it
can be a GRIPE or a CELEBRATION. You pick. You don’t record
your conversation on our notes unless you have something good for
the group.
2. Someone needs to set a time for 5 minutes.
3. When the 5 minutes is over, the warm up is DONE and it’s time to
get busy with our work at hand!
4. Go!!!
Set up Shawn 5 min (a.m. team - you might not need to do this, but the p.m. team is
projector to going to take some time to get our Chromebook or Desktop
display on the computer set-up to project the Team Composite on the board)
board
Project this on your board for all to see:
Words Their Way - TEAM COMPOSITE
SPELLING 2 min Team composite spreadsheet looks awesome! Thanks to everyone for
INVENTORY inputting their data! Color copies of the composite sheets were put in
“Team your mailboxes. *Please keep the team composite with your WTW
Composite” book so we can refer to it during team discussions.
Reflect on All Each team member needs to take a few minutes to explain a few
things to the team, you don’t need to write your responses below
TEAM unless you have something good for the group:
CLASSROOM 1. How did your students score on the Inventory?
COMPOSITES 2. What “layer” is the child in? (use page 21)
3. What does the student need next? (use page 23)
WHAT NOW? All Now that you’ve reflected on your students needs...what do you as the
teacher need t o take the students to the next level?
For example: I need...More WTW games, Ways to connect WTW to
reading class, Ways to connect WTW to writing, Ways to connect
WTW to vocabulary, etc.
Each team member needs to tell 1-2 things they need (this will drive
what we do during our upcoming meetings):
Aaron -
Sarah -
Stacy -
Shawn -
Amy -
Kelli -
Susan -
Danyle -
Jaydon -
Facilitator: Amy, Susan Note taker: A.M. Notes in RED / P.M. Notes in BLUE
A.M. Team (Thursday @ 6:30 am, Kelli’s Room) = Susan, Kelli & Jaydon
Attendees: P.M. Team (Tuesday @ 3:30 pm, Stacy’s Room) = Stacy, Aaron, Shawn, Sarah
Please bring: Chromebook, pencil/pen, highlighter, Words Their Way With Struggling Students book
Agenda Items:
Topic Presenter Time Notes/Minutes
Allotted
Warm Up: 5 min We are going to try something NEW for warm-up! (Amy learned this at a
recent coaching training)
5. Sometime we need to vent, sometimes we have something positive
to say...we will now use this 5 minutes to get stuff off your chest...it
can be a GRIPE or a CELEBRATION. You pick. You don’t record
your conversation on our notes unless you have something good for
the group.
6. Someone needs to set a time for 5 minutes.
7. When the 5 minutes is over, the warm up is DONE and it’s time to
get busy with our work at hand!
8. Go!!!
SPELLING 30 min Team members need to input their Spelling Inventory data onto our
INVENTORY TEAM CLASS COMPOSITE (click this link) sheet!!
“Team
Composite” *Make sure you make the “X” orange to signify FALL score!
*P.M. GROUP only got to HERE. We will continue with the next
talking point next week.
A.M. Group put in their information and got to this point. Ditto to
the above.
Reflect on All After the scores are entered onto the “Team Composite”....Each team
CLASSROOM member needs to take a few minutes to explain a few things to the
COMPOSITES team, you don’t need to write your responses below unless you have
something good for the group:
4. How did your students score on the Inventory?
5. What “layer” is the child in?
6. What does the student need next?
WHAT NOW? All Now that you’ve reflected on your students needs...what do YOU as
the teacher need to take the students to the next level?
For example: I need...WTW games, Ways to connect WTW to reading
class, Ways to connect WTW to writing, Ways to connect WTW to
vocabulary, etc.
Each team member needs to tell 1-2 things they need (this will drive
what we do during our upcoming meetings):
Aaron -
Sarah -
Stacy -
Shawn -
Amy -
Kelli -
Susan -
Danyle -
Jaydon -
Next Steps Next Meeting & Other Information:
● Watch “Words Their Way” Google Slideshow
● Spelling City (should we ask for “Premium”??)
● Book Study/Articles
● What next? What else?
● Spelling Inventories
○ Share class results.
○ Where do we go from here with the data?
Facilitator: Amy, Susan Note taker: A.M. Notes in RED / P.M. Notes in BLUE
A.M. Team (Thursday @ 6:30 am, Kelli’s Room) = Susan, Kelli, Danyle & Jaydon
Attendees: P.M. Team (Tuesday @ 3:30 pm, Stacy’s Room) = Sarah, Stacy, Aaron, Shawn
Please bring: Chromebook, pencil/pen, highlighter, Words Their Way With Struggling Students book
Agenda Items:
Topic Presenter Time Notes/Minutes
Allotted
Warm Up: 5 min Sarah - Students did fantastic on their sort test, but what do we do when a
Share a positive student doesn’t pass a test? Stacy suggest to use 80% as a guide. Aaron
suggested that you use the sorts to build confidence. Stacy also showed us the
thing that has BLANK SORT TEMPLATE and how she uses it to focus on the
happened this patterns/headings. GOOD DISCUSSION!
week
Spelling City has been helpful - might want to ask principals if we could
purchase the Premium membership.
AM thought using shaving cream, beans, whiteboards to write their words at
their desk.
Danyle is going to work on her sorts for another week.
Jaydon and Kelli are adapting their sorts for their students.
Susan is doing sorts each week.
G-1 Career 15 min Susan & Kelli thought it would be a great idea to use WORDS THEIR
Development WAY as their G-1 Career Development Goal. Anybody else
Goal Sheet interested?
Here is a blank G-1 Career Dev Plan sheet (click the link below). The
team could “make a copy” of this...fill it out together, then each of you
“make a copy” and personalize it with your name, cycle, etc.
https://docs.google.com/a/gapps.bcsds.org/document/d/12e6BUqbsC
mcUg317dW0U4QNLVHL-tOgsqgexnFYCDmU/edit?usp=sharing
Facilitator: Sarah M. / Susan Note taker: A.M. Notes in RED / P.M. Notes in BLUE
A.M. Team (Thursday @ 6:30 am, Kelli’s Room) = Susan, Kelli & Jaydon
P.M. Team (Tuesday @ 3:30 pm, Stacy’s Room) = Sarah & Aaron
Attendees:
Please bring: Chromebook, pencil/pen, highlighter, Words Their Way With Struggling Students book
Agenda Items
Topic Presenter Time Notes/Minutes
Allotted
Warm Up: 5 min Aaron gave the Blind Sort and the Speed Sort on Monday and Tuesday. He
Share a positive made it competitive and students became excited and their performance
increased.
thing that has
happened this Sarah also gave the Open Word Sort for her 7th graders today. They also did
week the Blind Sort and the Beat My Time Sort. They actually said it was fun.
Kelli is really trying to get her sorts in but it is difficult with her curriculum.
Susan is still doing sorts and students seem to be still engaged in doing them.
Jaydon is still focusing on sorts but students are struggling to engage.
G-1 Career 15 min Susan & Kelli thought it would be a great idea to use WORDS THEIR
Development WAY as their G-1 Career Development Goal. Anybody else
Goal Sheet interested?
Here is a blank G-1 Career Dev Plan sheet (click the link below). The
team could “make a copy” of this...fill it out together, then each of you
“make a copy” and personalize it with your name, cycle, etc.
https://docs.google.com/a/gapps.bcsds.org/document/d/12e6BUqbsC
mcUg317dW0U4QNLVHL-tOgsqgexnFYCDmU/edit?usp=sharing
Facilitator: Amy Drew Note taker: A.M. Notes in RED / P.M. Notes in BLUE
Susan
A.M. Team (Thursday @ 6:30 am, Kelli’s Room) = Kelli, Danyle & Susan
Attendees: P.M. Team (Tuesday @ 3:30 pm, Amy’s Room) = Shawn, Stacy, Aaron, Amy
Please bring: Chromebook, pencil/pen, highlighter, Words Their Way questions you have
Agenda Items
Topic Presenter Time Notes/Minutes
Allotted
Warm Up: 15 min Aaron successfully did 4 sorts and used Spelling City sorts. The students
Share a positive enjoyed working at their level! Really engaged!
Aaron is going to ask Brian if he would buy a “premium membership” for
thing that has teachers who are interested (our collaborative team members). He will let us
happened this know what he finds out.
week Stacy’s students really struggled with WTW this week (low scores), but she
used this as an opportunity to ask herself: What do I do now?
Kelli, Susan, Jaydon, and Danyle all did sorts last week and started new ones
this week. Might not get through sorts this week due to administering the
writing screener.
SPELLING 30 min All team members will show the group their “CLASSROOM
INVENTORY COMPOSITES”...and give a brief explanation of where your
students scored, what their needs are & what your plans are for
instruction.
How we will 10 min PLEASE READ THIS MESSAGE TO THE ENTIRE GROUP:
track progress *Amy needs a copy of everyone’s CLASSROOM
AND COMPOSITES so we can use this as our data-tracker for
Collect data... Sharon!
*Please make a copy of all your classroom composites and put
them in Amy’s mailbox!
*We will give the spelling inventory again this winter and then
spring. We will look for growth and discuss ideas to help
students who are not making adequate growth!
Facilitator: Amy Drew Note taker: A.M. Notes in RED / P.M. Notes in BLUE
Susan
A.M. Team (Thursday @ 6:30 am, Kelli’s Room) = Kelli, Jaydon, Danyle & Susan
Attendees: P.M. Team (Tuesday @ 3:30 pm, Amy’s Room) = Shawn, Stacy, Aaron, Amy, Sarah
Please bring: Chromebook, pencil/pen, highlighter, Words Their Way questions you have
Agenda Items
Topic Presenter Time Notes/Minutes
Allotted
Warm Up: 5 min Team looked at “spelling inventories” for Sarah, Aaron & Shawn.
Share a positive ● What do we notice?
● How should we group these students?
thing that has ● Team helped
happened this ● Danyle has groups and new sorts, lowest group having trouble with
week dropping the e and adding the ing.
● Vandenberg is completing sorts from last week.
● Kelli gave the spelling test to 4 of the 7.
● Jaydon is modifying the program.
Words Their 2 min DISTRIBUTE BOOKS! What part of the book looks like
Way Manual something you want to look at closer?
Discussion -
Shawn - Appendix B: Goal Setting/Monitoring Charts
Aaron - Page 47 “Different Types of Sorts”/Choosing Words (E)
Sarah - Comparing this manual to the original manual
Stacy - Appendix E: Creating Your Own Word Sorts
Danyle-Chapter 2
Jaydon-Is there a manual for grades K-3?
Susan-Appendix D: Word lists
Kelli-
Using the PLEASE NOTE: Next week everyone needs to bring their
WTW Data! WTW Spelling Inventories, Scoring Results and Classroom
Composites to SHARE & DISCUSS! Don’t forget to bring!
Facilitator: Amy Drew Note taker: A.M. Notes in RED / P.M. Notes in BLUE
Susan
A.M. Team (Thursday @ 6:30 am, Kelli’s Room) = Kelli, Jaydon, Danyle & Susan
Attendees: P.M. Team (Tuesday @ 3:30 pm, Amy’s Room) = Shawn, Stacy, Aaron, Amy, Sarah
Please bring: Chromebook, pencil/pen, highlighter, Words Their Way questions you have
Agenda Items
Topic Presenter Time Notes/Minutes
Allotted
Warm Up: 5 min Aaron - Tried some spelling activities with Clay and it was successful!
Share a positive Shawn - Every class got through the cell lab!
Stacy - 2 weeks in a row, 9/11 students proficient
thing that has Sarah - Stomach flu is over!
happened this Amy - Excited to get lots of new teachers on board with WTW next week!
week Kelli- Students are doing so much better on being focused and following a
schedule.
Jayden-Garion is doing a good job at identifying shapes and Robert
identifying pictures of animals.
Susan- 8/9 students were proficient.
Danyle- Ian’s Spelling usually gets 2 correct and got all correct but 2.
Words Their 2 min Sharon had her secretary, Karla, order a copy of the manual for
Way Manual each team member. We will receive them soon!
Starting WTW Amy would like to get WTW started as quickly as possible. She
in our sent everyone an email on Friday, Sept. 9th. All “newbies” need
Classrooms to plan on attending with their students next week!
Details to come! SEE YOU THERE!
ED STONE (7th period) - Jaydon, Kelli, Sarah, Aaron
ALDO (3rd period) - Shawn
Facilitator: Amy Drew Note taker: A.M. Notes in RED / P.M. Notes in BLUE
Susan
A.M. Team (Thursday @ 6:30 am, Kelli’s Room) = Kelli, Jaydon, Danyle & Susan
Attendees: P.M. Team (Tuesday @ 3:30 pm, Amy’s Room) = Shawn, Stacy, Aaron, Amy
Please bring: Chromebook, pencil/pen, highlighter, Words Their Way questions you have
Agenda Items
Topic Presenter Time Notes/Minutes
Allotted
Warm Up: 5 min (POWER SURGE in the building, no internet and no electricity.)
Share a positive
Stacy - 9/11 students passed their word sort with 80% or higher! Wow!!!
thing that has Aaron & Shawn - excited to learn more about WTW and how they can use
happened this these sorts in their room.
week Morning group is excited to start with Words Their Way.
WTW (Words 10 min Who would like to have Sharon order a copy of the manual (it
Their Way) does not have the sorts in it)?
Book P.M. Group - Would like copies of the manual(s)
A.M. Group - Would like copies of them manual(s).
1.Words Their
Way with Who wants to start by doing a book study during our
Struggling Readers
(Gr 4-12)
collaborative team so we better understand how “Words Their
Way” works before we start looking at our own spelling
OR inventories and word sorts?
P.M. Group - All team members want to start WTW if they
2.Vocabulary Their haven’t already, then use manual as a reference to study during
Way with MS/HS
the year.
A.M. Group- Agree with P.M. group want to start using WTW
with the manual as a reference.
OR...just have Amy print off sections and we do close readings
during our meetings?
P.M. Group - We want the manuals, not copies.
A.M. Group - We want the manuals too.
What is Words Amy 15 min Distribute article “Word Study with Older Struggling Readers”
Their Way? to read/reflect.
DISCUSSION:
Why do middle school students benefit from WTW? Everyone
share one item from the article that stood out to them:
● Aaron - “James need to learn content, but he can’t read.”
● Stacy - 70% of 4th and 8th grade students are below
grade level.
● Shawn - “Kids do well on the test Friday, but it’s gone
the next week.”
● Amy - We can’t expect that all students have mastered
phonics by elementary...look at the statistics on how
many kids have fallen behind...yikes!
● Danyle-70% of fourth and eighth grade students reading
below grade level.
● Kelli-The number of students that are struggling to read
at grades 4-12.
● Jaydon-40% do not require the literary skills that
employers want.
● Susan-The number of students that are struggling to read
at grade level grades 4 through 12 is 8 million.
When do you 10 min Get an idea of where everyone in our team is at…
want to start
WTW with ALREADY USING WTW - Stacy, already starting. Susan and
your students? Danyle are using WTW.
Timekeeper: Susan
Other Attendees: Danyle, Aaron, Stacy
Please bring: Chromebook, pencil/pen, highlighter, Words Their Way questions you have
Agenda Items
Topic Presenter Time Notes/Minutes
Allotted
Warm Up: 25 min ● Stacy- gave spelling inventory that grouped her students
Share a positive (3 groups)! Danyle - starting WTW with Amy this week!
thing that has Susan - starting WTW on her own!
happened this ● Introducing ourselves
week ○ Amy
○ Susan
○ Aaron
○ Stacy
○ Sarah