Mar+31+2010

Understanding = U Informing = I Recommending = R Deciding=D || Social Studies || U R D || What do you see? What do you think? What do you wonder? Plans, ideas, lessons on wiki, links, resources, connections to persuasive writing and social issues reading unit, a huge link between this and social issues, lots of hard work, thoughtfulness, good start to resources some missing,
 * Task / P / Guiding Question Background / Process Person / Time**
 * =Grade 4 Team Meeting= || Date: March 17, 2009 || Starting/ Ending Time: 7:45 - 8:45 || Place: Sheena's Room ||
 * Facilitator/Timekeeper: Kristen || Recorder: Sheena || Purpose:
 * Task / P / Guiding Question Background / Process Person / Time**
 * Share/celebrate ||  || What went well for you last week, personal or work related. || Round table-share[[image:http://www.printablebubbleletters.net/uploads/talking_smiley_2.png width="36" height="32"]] || 5 minutes ||
 * Is it fair?
 * See

Think Great connections to social project. Great chance for debate. A gritty unit - kids can really challenge themselves. This will connect well to the world as a whole.

Wonder Could Chris Tananone come and talk with us? At ISB we have HS students who have won Global citizen awards. Could they share with our grade 4 students? (Steve will follow up). Could we connect lesson plans to the wiki? Do we have assessment rubrics? __For Every Child__ and __Terrible Things__ - do we all have a copy of these book in our classroom libraries. Do we have resources and books. Do we have enough resources for the kids. Newspapers? Phase 2 - 2.3 and 2.2 **

Yes.
 * Do we need to discuss this further at another time?**

(Is it fair? is the next unit in social studies) //Please check it out before team meeting so that you are familiar.// || See/Think/Wonder || Kristen 20 minutes || D || **Do we need it as a Reading unit**? We think that we //don'////t// need to have a separate reading unit, but students do need to read a lot of poetry in the beginning of the poetry writing unit of study.
 * Poetry || U

Sheena will follow up with literacy council for further thoughts on whether we should also have a reading unit on poetry.
 * Yes: What are our next steps?**

No:Then what's happening during writing unit? Georgia Heard's __Awakening the Heart__ and Calkins' Poetry Unit for lower elementary are useful resources for teaching poetry. Both involve students immersing themselves in poetry before they write it and as they write it.

Where are we going with this? || What? So what? Now what? || Kristen/Mary? 15 minutes || D || Should response sheets or notebook examples be used to show evidence of supporting thinking.
 * TOG || R


 * How teacher directed versus student directed do the notebooks need to be?
 * Kids need to have space on the response papers and i checks for students to show their thinking. The response sheets are considered very useful for having students show their thinking - particularly if we reformat them.
 * The first assessment (6.15) in fractions was good for having students explain their thinking

The end of unit science project might be useful for student reflection and explanation of their thinking //or// another math piece might be useful. What do we think? 15 minutes || Sheena will talk to literacy council and Maggie about how we should strategically teach students to read poetry. ||  ||  ||   ||   ||
 * Next steps**
 * Everyone do the math fraction assessment
 * Continue with this TOG next year using our learning from this year to guide us and deepen our understanding.
 * Cheryl will update the Google Doc || Think/Pair/Share || Cheryl
 * Nuts/ Bolts ||  ||   || Round table share, decide-[[image:http://www.happierhomes.com/sitebuildercontent/sitebuilderpictures/webassets/320px-SMirC-thumbsup.jpg width="47" height="47" align="right"]] || 5 minutes ||
 * Parking Lot ||  || Put the social studies unit onto a future agenda