3/4/5 ELA wk 10-9 10-16

Agenda

ELA Notebook

week 10/9 & week 10/16

start

3/4/5 ELA PLC

stamp or chat message which you pick**October contest: identify which movie made the library in my background famous

how are you feeling?

agenda

norms

writing outlines - 3rd

writing time - 4/5

this or that

Targets by unit (some PLCs)

Pluses/deltas

• take an inquiry stance.
• ground statements in evidence
• assume positive intentions & take responsibility for impact.
• Speak your truth & be open to different perspectives
• stick to protocol & hear all voices
• start and stop on time
• be here now

Norms

• Need.....
• Genially ELA work space - Targets by Unit
• SAAVAS
• ELA legacy scope and sequence
• Edio course
• Goal...
• BO 1 determine the priority standards in comprehension, writing and reading for the unit assigned to your PLC
• BO 2 determine most important vocabulary words for the unit
• 10 or less per story

Prioritize standards - 3/4/5

Prioritize Standards

• writing a complete sentence
• using proper capitalization and punctuation
• stamina
• stretching sentences to include details
• need for spelling (even high-frequency words)
• parts of speech
• avoidance to write/type
• finding time to write/edit with learners
• utilizing keyboards properly
• organizing writing
• do not know what is unknown
• starting/organizing writing/creativity

writing - 3 - Big themes

• 3rd grade PSSA > short answer – basic paragraph = 2pts
• 4th grade PSSA > use evidence from story – 3 paragraphs 4tpts
• 5th grade PSSA > use evidence from story – 3 paragraphs 4pts

• What steps are needed to reach the writing goals?
• think basics to complex to reach the standard
• focus on the writing itself
• example:
• parts of speech
• complete sentence (subject/predicate: I run.)
• stretchy sentence
• what comes next?
• 10-15min create an outline as a group or use BO to outline independently

writing - 3 - Big goals

Use the steps to outline needs for your learners

• Will every learner need each step?
• Who needs which steps?
• write names where each learner currently is
• example:
• parts of speech (Mason C. & Carson B.)
• complete sentence (subject/predicate: I run.) (Sally & Dexter)
• stretchy sentence (Greyson, Jayden & Delia)
• etc.
• 15-20 minutes - independently or use BO room to discuss out loud

writing - 3

bonus article

• your next steps
• finding the time
• observing work samples for data collection

Next steps - 3

• why should we support writers by taking more time help them?

Why - 4/5

• 5 minutes - list places where more writing could take place

• Where can I focus on writing alone? (dates)

• Will my target standards still be focused on elsewhere?
• Do I need it to support a writing project?
• Do I need this to support writing in general?

Write Stuff

• Need....
• Edio Course outline
• writing outline with your roster
• Outlook calendar
• Target standards by unit

Writing time

Write Stuff

• Share.....
• Where can your writing focus happen?
• will working independently or in a group be helpful?

Writing time

What could we do to make it more helpful?

What was helpful about today's meeting?

Check out - Pluses-DeltAs