Feb+8

Grade 4 Team Meeting: Feb 8, 2011
 * ** Month: February ** || ** Start / End Time: 7:45 - 8:45am ** || ** Place: Paul's Room ** ||
 * ** Facilitator/Timekeeper:Kristen ** || ** Recorder:Caryn ** || ** Purpose: **
 * Understanding = U **
 * Informing = I **
 * Recommending = R **
 * Deciding = D ** ||
 * Date:**
 * = **Task** ||= **P**
 * U**
 * D** || **Guiding Question(s)** ||  **Background / Process / Action** || **Person / Time** ||
 * < Community Service ||< **R**
 * D** ||< How can we connect to our units in social studies? ||< Cheryl will inform us on conversations with Chris Tanone.

2 things coming up - **Is it Fair** Plan to do a community language project eg materials for local school. Can re-think again next year.

Chris T said there is a big thing on Water (March 22nd **World Water Day**) Week 21 - 25 Water Week HS kids coming to us for a presentation? Cheryl to meet with CT next week. ||< Cheryl 5min || Are there any needed changes to be made? || The team will discuss the upcoming water unit.
 * Science || **R**
 * D** || What questions do we have about the water unit?

Q: Any changes needed? pre-post tests? Are the assessments an expectation - do we do them all? After every investigation there is a check. KR: cut them apart? MB: doesn't do the whole assessment at one time Ch: getting kids to work as a group C: pre-post sent home with kids M: preparation is really important - let IAs know because water may need to be frozen/heated ahead of time. C: no one has started water unit as yet MB: couple of concepts that are expected on the assessments The Water Cycle is talked about but figures more in assessment Density is a hard concept for Grade 4 CH: make sure you understand the concepts e.g. water changes MB: pipe expansion is an example where the kids don't have experience || 30min || Handouts: Unit and rubric Persuasive Unit to start after fiction Look for connections / what could extend our thinking / what could extend kids thinking C: would be good to do during Influence KR: would like to link it into something that the ids are really passionate about Common Core Standards - 25% - 30% on persuasive writing. CH: we ned to link it to current units Jen: connects to essay unit M: new ideas? CH: has to be more that just personal experience - Jen: what might it look like? CH: use the reading around social issues or other important issues eg rainforests M: Iguana text is a good example to predict counter reasons C: research needs to come into the process KR: pulled books from library on India and scaffolded research CH: slowing down and focussing first on Thailand M: suggests not getting frustrated - unit and assessment not getting kids to where we want them to be K: asking kids what they want to change M: citing sources not essential (generally) but could be modified M: biggest thing to think of other point of view...... P: exemplar texts would be helpful to M: all grades will be doing persuasive texts next year (or year after)
 * Persuasive Unit || **U** || What questions do we have about the unit? What changes need to be made? || The team will discuss the upcoming unit.

Challenges: CH: assessment? Using structure and rubric? Jen: something simple e.g a prompt K: can't they choose from their own listings Jen: need to write a new piece CH/Jen choice of 3 + additional if needed. Grade 5 given a prompt C: would a prompt be hard for some Jen: have a few pieces not scaffolded by us to see what they can do M: gave some examples of potential on demand persuasive texts Jen: has examples as does Mary of persuasive texts Jen: Read write think.org has a great game for persuasive texts M: has a persuasive book with mini-lessons written out + has 'Mud Book' on slides

CH: talk later about prompts later - use rubric for the moment M: to send material electronically. || Mary 20 min ||
 * **PARKING LOT** ||  ||   || Parking Lot ||   ||
 * Inform ||  ||   ||   ||   ||
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 * = **Task** || **P**
 * U**
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