Sixth+Grade+Monthly


 * M **** onthly **** P ** oint ** o ** f ** V ** iew. . ..

=**February 3, 2011**= Teachers in attendance: Atkins, Reeves, & Mylllykangas

We feel that overall we are on track. However, we are doing things in a little bit of a different order to integrate with the SS curriculum. We will look at this again for the start of next school year to modify our curriculum map. Reeves and Myllykangas see a need for more guided instruction relating to grammar (capitalization & punctuation, inconsistent verb tenses, and run-on sentences); we saw this during our myth writing workshop because we were able to edit student writings prior to the students publishing the final draft. Different novels based upon students' level, task projects, and small groups Levels 2-6 (Myths) 2: Explaining a lesson learned or the origin of something in nature. 3: Developing, organizing, and planning the myth. 4: Developing a theme for their myth. 5: Peer editing the papers of classmates 6: Creating the myth. Rubric for myth addresses levels 2-6 (see above)
 * Where are you on your long-range plans, pacing, and content standards? **
 * After the analysis of your most recent assessment, 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/DOK/Thinking Stems? **
 * In looking at your last formal/informal assessment, identify the level of Bloom's utilized within that assessment.**
 * Comments ~ Concerns ~ Needs (resources) **

// **October** **Due to the fact that we did the wrong POV last week, we are sending in the monthly POV this week.** //
 * October** 7, 2010

Teachers in attendance: Atkins, Reeves, & Mylllykangas

More or less, we feel that we are on the same timeline as last year. All of us agreed that we may be behind in some areas and ahead in others. We feel that it is more important that the students gain adequate knowledge rather than placing an emphasis on our personal timelines. This year in particular we have all made it a point to relate our reading to real life. Mini-lessons seem to come about through informal and formal (pre)assessments and conversations with the students.
 * Where are you on your long-range plans, pacing, and content standards? **

Reading comprehension continues to be a challenge. However, to combat that, discussions and the students' questions determine where the conversation goes.
 * After the analysis of your most recent assessment, how will you address student strengths and weaknesses? **

We have found that we need to slow down and teach them strategies for studying (notecards for Stems for example) in order for the students to do well on assessments. Additionally, making connections across content and curriculum help to reinforce concepts.
 * How have you used your student’s scores (PASS, MAP, formative/summative assessments, grade distribution sheets) to differentiate instruction? **

In Bloom's, we used Level 1 (Remembering) through reading & recall, Level II (Understanding) through summarizing, Level III (Applying) through relating text to real life, Level IV (Analyzing) through analysis of figurative language and theme, Level VI (Creating) through book presentations (AR), task projects (CM), and designing biographical reports (TA)
 * Where did this week’s learning goals fall within Bloom’s Taxonomy? **

See above
 * In looking at your last formal/informal assessment, identify the level of Bloom's utilized within that assessment.**

Comments ~ Concerns ~ Needs (resources)

=**November 4, 2010**= Teachers in attendance: Atkins & Mylllykangas Absent due to family illness: Reeves

We are seeing that students are writing better than in the years past. It is obvious to us that these students have been writing often in the previous grades. We are able to use the workshop approach effectively (ex. peer editing, independent writing at multiple levels simultaneously, etc.) when teaching writing. As far as pacing goes, we are on similar time-lines as in the years past.
 * Where are you on your long-range plans, pacing, and content standards? **

Reading comprehension continues to be a challenge. However, to combat that, discussions and the students' questions determine where the conversation goes. In addition, novel studies (which Terry and Anna are currently conducting and Myllykangas will begin in 2 weeks) help us teach reading strategies, comprehension, and literary elements in a variety of genres.
 * After the analysis of your most recent assessment, how will you address student strengths and weaknesses? **

We have found that we need to slow down and teach them strategies for studying (notecards for Stems for example) in order for the students to do well on assessments. Myllykangas rearranged seating based on MAP and PASS scores in order to group students together with their peer editors. We also use STAR testing and Lexile scores to recommend novels for independent study based on student reading ability.
 * How have you used your student’s scores (PASS, MAP, formative/summative assessments, grade distribution sheets) to differentiate instruction? **

In Bloom's, we used Level 1 (Remembering) through reading & recall, Level II (Understanding) through summarizing, Level III (Applying) through relating text to real life, Level IV (Analyzing) through analysis of figurative language, character, and theme, Level VI (Creating) through book presentations (AR), task projects (TA & CM), and through writing (CM).
 * Where did this week’s learning goals fall within Bloom’s Taxonomy? **

See above
 * In looking at your last formal/informal assessment, identify the level of Bloom's utilized within that assessment.**

Comments ~ Concerns ~ Needs (resources) =**December 2, 2010**= Teachers in attendance: Atkins, Reeves, & Mylllykangas

We are all basically on target for where we were last year. We feel like we are really working on going deeper into our curriculum and increasing the rigor. We feel like we are doing a good job of integrating our reading and writing experiences.
 * Where are you on your long-range plans, pacing, and content standards? **

(Terry and Christy) For writing: student weaknesses will be addressed through mini-lessons and warm-ups; student samples will be used.
 * After the analysis of your most recent assessment, how will you address student strengths and weaknesses? **

(Anna) For the current novel study, my students have comprehension questions to respond to in a written format and using CPS. They are being held accountable daily for the reading that we do. They all write reactions to the chapters that we read daily.

For vocabulary, we are all focusing on learning the meanings of words in context. We also point out the stems that we have been learning in context.

We are currently using the ways that we initially began differentiating. We all plan to periodically revisit our scores to make sure that we are differentiating for the needs of all of our learners. We all differentiate consistently in allowing our students choices in novels to read independently and projects that they create**.**
 * 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? **
 * Level 2: Understanding **
 * Level 3: Applying **
 * Level 4: Analyzing **
 * level 5: Evaluating **

See above
 * In looking at your last formal/informal assessment, identify the level of Bloom's utilized within that assessment.**

Comments ~ Concerns ~ Needs (resources)