Sixth+Grade

Sixth Grade
=Point of View Questions= Place date before each entry under each question. ** August 26, 2010 **
 * Where are you on your long-range plans, pacing, and content standards?
 * After the analysis of nine weeks tests and grades, how will you address student strengths and weaknesses?
 * 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?
 * In looking at your last assessment, identify the level of Bloom’s utilized within the test.
 * Comments ~ Concerns ~ Needs (resources)
 * Teachers in attendance: T. Atkins, A. Reeves, C. Myllykangas **
 * Where are you on your long-range plans, pacing, and content standards? **

We are finishing our procedures, interest surveys, as well as the GLURP project. We will begin pre-assessments and diagnostic tests in the form of STAR and MAP for the next few weeks. We will then begin the parts of the plot. ** After the analysis of nine weeks tests and grades, how will you address **
 * student strengths and weaknesses? **

After analysis, we will differentiate instruction based on students’ needs.

** How have you used your student’s scores (PASS, MAP, formative/summative assessments, grade distribution sheets) to differentiate instruction? **

We will use the results to plan instruction based on students’ strengths and weaknesses. ­ ** Where did this week’s learning goals fall within Bloom’s Taxonomy? **

With the creation of the GLURP projects, the students used Level 6 (Creating) of Revised Bloom’s Taxonomy. Additionally, the students used Level 4 (Analyzing) when they analyzed their learning styles.

** In looking at your last assessment (formative/summative), identify the level of Bloom’s utilized within the assessment. **

As mentioned above, we used Level 6 (Creating) with the GLURP project. Additionally, the Summer Reading project, the students used Level 1 (Remembering), Level 2 (Understanding), and Level 5 (Analyzing).

** Comments ~ Concerns ~ Needs (resources) **  **Septemer 2, 2010** **Teachers in attendance:** We will differentiate based on students' needs. Level 6 (Creating entries for journal) Level 1:( Review of procedures) Level 3 (Identifying Plot elements w/in a literary selection) Level 3 (Review of Classroom Procedures) Level 6 ( Writing pre-assessment) Interactive Readers ( we know that they have been ordered) Online Textbook Site not working at present
 * A. Reeves, C. Myllykangas**
 * Atkins in 504 Meeting.**
 * ** Where are you on your long-range plans, pacing, and content standards? ** We have completed procedures, some pre-assessments, and have begun Collection 1:PLOT
 * **After the analysis of nine weeks tests and grades, how will you address student strengths and weaknesses?**
 * ** How have you used your student’s scores (PASS, MAP, formative/summative assessments, grade distribution sheets) to differentiate instruction? ** We will use the results to plan instruction based on their strengths and weaknesses within MAP strands.
 * ** Where did this week’s learning goals fall within Bloom’s Taxonomy? **
 * ** In looking at your last assessment 9formative/summative), identify the level of Bloom’s utilized within the assessment. **
 * ** Comments ~ Concerns ~ Needs (resources) **

**Septemer 9, 2010** **Teachers in attendance:** Interactive Readers ( we know that they have been ordered)
 * T. Atkins, A. Reeves, C. Myllykangas**
 * ** Where are you on your long-range plans, pacing, and content standards? ** We have completed pre-assessments in the form of STAR testing, introduced book presentations and requirements (A.R./ C.M.), completed first reading response project using a novel (T.A.), continue to analyze parts of plot in given literary texts
 * **After the analysis of nine weeks tests and grades, how will you address student strengths and weaknesses?** We will differentiate based on students' needs.
 * ** How have you used your student’s scores (PASS, MAP, formative/summative assessments, grade distribution sheets) to differentiate instruction? ** We will use the results to plan instruction based on their strengths and weaknesses within MAP strands.
 * ** Where did this week’s learning goals fall within Bloom’s Taxonomy? **Level 3 (Applying), Level 4 (Analyzing), Level 5 (Evaluating), Level 6 (Creating)
 * ** In looking at your last assessment (formative/summative), identify the level of Bloom’s utilized within the assessment. **Level 3 (Applying), Level 4 (Analyzing), Level 5 (Evaluating), Level 6 (Creating)
 * ** Comments ~ Concerns ~ Needs (resources) **

**September 16, 2010** **Teachers in attendance:** Interactive Readers ( we know that they have been ordered) We need our writing folders that were to be provided by D.O.
 * T. Atkins, A. Reeves, C. Myllykangas**
 * ** Where are you on your long-range plans, pacing, and content standards? ** We are continuing to analyze plot in various pieces of fiction. We will be addressing characters and theme in the next couple of weeks. We will each be starting a novel before the end of the nine weeks as well.
 * **After the analysis of nine weeks tests and grades, how will you address student strengths and weakness?** Through projects, conversations, and class discussions we will be making connections back to literary concepts learned previously as we introduce new literary concepts.
 * ** How have you used your student’s scores (PASS, MAP, formative/summative assessments, grade distribution sheets) to differentiate instruction? ** We will use the results to plan instruction based on their strengths and weaknesses within MAP strands.We are all testing this coming week.
 * ** Where did this week’s learning goals fall within Bloom’s Taxonomy? **Level 3 (Applying), Level 4 (Analyzing), Level 2 (Understanding) , Level 5 (Evaluating), Level 6 (Creating)
 * ** In looking at your last assessment (formative/summative), identify the level of Bloom’s utilized within the assessment. **Level 3 (Applying), Level 4 (Analyzing), Level 5 (Evaluating), Level 6 (Creating)
 * ** Comments ~ Concerns ~ Needs (resources) **

**September 23, 2010** **Teachers in attendance:** We need our writing folders that were to be provided by D.O.
 * T. Atkins, A. Reeves, C. Myllykangas**
 * ** Where are you on your long-range plans, pacing, and content standards? ** We are continuing to analyze plot in various pieces of fiction. We will be addressing characters and theme in the next couple of weeks. Atkins will begin characterization next week. Myllykangas will begin novel studies with all classes next week. In addition, Reeves' students will present book presentations next week.
 * **After the analysis of nine weeks tests and grades, how will you address student strengths and weakness?** Through projects, conversations, and class discussions we will be making connections back to literary concepts learned previously as we introduce new literary concepts.
 * ** How have you used your student’s scores (PASS, MAP, formative/summative assessments, grade distribution sheets) to differentiate instruction? ** We will use the results to plan instruction based on their strengths and weaknesses within MAP strands since MAP testing was completed this week. These strand scores will help us to verify, correct, or reevaluate student placement as well as goal-setting for Spring MAP.
 * ** Where did this week’s learning goals fall within Bloom’s Taxonomy? **Level 3 (Applying), Level 4 (Analyzing), Level 2 (Understanding) , Level 5 (Evaluating), Level 6 (Creating)
 * ** In looking at your last assessment (formative/summative), identify the level of Bloom’s utilized within the assessment. **Level 3 (Applying), Level 4 (Analyzing), Level 5 (Evaluating), Level 6 (Creating)
 * ** Comments ~ Concerns ~ Needs (resources) **