CWG+Notes+1-26

__ First Grade CWG Meeting __ January 26 at 1:30 Carrie Kornely, Sandi Hausmann, Kia Martinson, Jenny Schmitz, Kara Buechle Katie *Facilitator: Jenny *Time Keeper: Jody *Recorder: Kia *Process Observer: Sandi *Task Master: Carrie // Use most recent Aims Web data at every grade level to identify patterns, design and implement instruction in order to improve student literacy in grades K-3. // __Letter Naming Fluency__ *By May, 2011 80% of the North Elementary First grade students will identify 61+ letter names as measured by the AIMS Webb assessment.
 * __ Date & Time __**
 * __ Present Members __**
 * __ Absent Members __**
 * __ Jobs __**
 * __ School Goal __**
 * __ Grade Level Goal(s) __**

__Letter Sound Fluency__ *By May, 2011 80% of the North Elementary First grade students will identify and produce 44+ letter sounds as measured by the AIMS Webb assessment.

__Phoneme Segmentation Fluency__ *By May, 2011 80% of the North Elementary First grade students will successfully segment 52+ phonemes as measured by the AIMS Webb assessment.

__Nonsense Word Fluency__ *By May, 2011 80% of the North Elementary First grade students will produce 62+ letter sounds when given a Nonsense Word, as measured by the AIMS Webb assessment.

__ORF__
 * By May, 2011 80% of North Elementary First grade students will read 61+ words per minute when reading a first grade passage as measured by the AIMSWeb assessment.

*By the end of January, 2011, all students will meet the practice level finding the parts to seven as measured by the Kathy Richardson Hiding Assessment. *By the end of January, 2011, all students will meet the A (apply) level finding the parts to five as measured by the Kathy Richardson Hiding Assessment.
 * __Math__**

KR Hiding Assessment Data.
 * Prior Session:**
 * How many reached the goal of A for parts of 5?
 * How many reached the goal of P for parts of 7?
 * Where do we go from here?
 * Write new SMART goals for math.
 * Reassess the week of Feb. 7 and have data ready by Feb. 15.**
 * Discussed the language of math and how to get students to think about the equation they are writing: Do a think aloud for a math problem.

-Objectives-- beginning and end -Work mats / individualized word work
 * Today's Purpose:**
 * Guided Reading -- Erin's modeled lesson
 * Writing -- How-to pointers

Erin had a blank sheet of paper for each student, it was their individual "word mat" where she'd write words that they didn't know. Objectives were posted behind her, she referenced to them throughout the g.r. lesson. Students were held accountable for going back to the objective, and scoring themselves. (Video wasn't ready yet.) Gives feedback to students, always refered to objectives. Watching Erin reaffirmed what we already are doing, and gives us some ideas for what we can do better. She held students accountable for participation.

How-to Stories:
 * Model the how-to story with the pre-made books, do it as a class. Use "draw" examples. Then go from that and make a how-to book.

Phonics: Jan. 31st - Where do we go next?? SP5: (ate, ake, ike)

Facilitator: Carrie Recorder: Jody Time Keeper: Jenny Task Master: Kia Process Observer: Kara
 * New Roles:**

-Create a measurable rubric that shows the use of language/vocab and the strategy that is used to solve a problem. Come with ideas on what students will need to articulate during the measurement unit.
 * Future Session:**
 * SIP Plan
 * Tuesday, Feb. 1: Write new SMART goals for math.
 * Bring Pacing Guides.**