Seventh+Grade+Monthly

Teachers in attendance:Brown, Kolb, Sumter, Jenkins 10-28-10 Brown, Kolb, Sumter, Jenkins 12-2-10 Brown, Kolb, Sumter, Jenkins 2-3-11 Brown, Kolb, Sumter, Jenkins 3-31-11 Brown, Kolb, Sumter **Where are you on your long-range plans, pacing, and content standards**? We have reviewed and taught the elements of plot. We are now reviewing and teaching characterization, point of view, and conflict. We continue to address standard three through the use of stems and vocabulary on a weekly basis. Each teacher is currently teaching a novel. We are also continue to address our writing standards through by having the students create autobiographies and biographies. 10-28-10 We will continue to review the concepts taught during the first nine weeks. During the second nine weeks we will focus on research skills, theme, point of view, and grammar. Our theme for this nine weeks is freedom. We will explore this theme through the use of the short stories in collection 4 of our text book. Novel studies for the second nine weeks: Kolb-//The Outsiders// Jenkins & Sumter-//Freak the Mighty// Brown- //Touching Spirit Bear// //12-2-10// //We are addressing the research standards through an integrated science research project. The students are researching various illnesses and diseases. We are also teaching the concepts of point of view and theme, as well as reviewing plot. We are reviewing the parts of speech and types of sentences.// 2-3-11 We are continuing with parts of speech. We have completed the research paper. We are continuing with the elements of plot, conflict. point of view, theme, and characters. Brown will work on propaganda and her student teacher is doing mini-research and having the students do brochures. 3-31-11 We are working on various writings to complete our portfolios. We are also working on PASS reviews, concentrating on the literary elements.
 * M **** onthly **** P ** oint ** o ** f ** V ** iew. . ..

**After the analysis of your most recent assessment, how will you address student strengths and weaknesses**? After looking at the literary elements test that was recently given we discovered that our students need additional practice with applying and analyzing plot. We will continue to provide them with practice and reteach these skills on an ongoing basis. This will be done through the use of novel studies, short stories, and the student's individual reading journals. 10-28-10 After looking at our benchmark exam, we discovered that our students need more practice with reading comprehension and finding evidence to support their answer. To address this we are going to incorporate a weekly class lesson called "reading like a detective". During this time we will read short PASS like passages and have t he students answer comprehension questions relating to the passages. 12-2-10 The students are struggling with the vocabulary section of our stems quizzes/test. Because of this we will plan lessons and activities to be used in class to review these words on a more frequent basis. 2-3-11 We will continue to create activities to help with the vocabualry of stems quizzes/tests. 3-31-11 We are currently assessing the PASS writing benchmark. After the assessment, we will plan lessons for the remainder of the year.

Thumbs up strategy was used for formative assessment in order to gage the students understanding. Reading check quizzes have been used for the same purpose. We have also used our white boards to gage formative assessment. The results of the formative assessments were then used to group students accordingly. 10-28-10 We are continuing to use the strategies listed above. 12-2-10 We are continuing to use the strategies listed above to address student learning. 2-3-11 We are continuing to use the strategies listed above including discussion cubes, discussions questions, exit slips, self-evaluations, self-reflections, vocabualry webs 3-31-11 We are continuing all strategies listed above.
 * How have you used your student’s scores (PASS, MAP, formative/summative assessments, grade distribution sheets) to differentiate instruction? **

**Where did this week’s learning goals fall within Bloom’s Taxonomy**? Levels 1, 2, 3, 4, 5, 6 10-28-10 all levels 2-3-11 all levels 3-31-11 all levels

Levels 1 and 4 10-28-10 Levels 1 and 4 12-2-10 all levels 2-3-11
 * In looking at your last formal/informal assessment, identify the level of Bloom's utilized within that assessment**.

3-31-11 all levelsComments ~ Concerns ~ Needs (resources) We need class set of the Holt Elements of Language textbooks. ** * Post a completed electronic copy of this form by the end of the school day on Thursdays **