PLC Newsletter

Kilgore Intermediate School, Week of February 15-19

"If you can't fly, then run. If you can't run, then walk. If you can't walk, then crawl. But whatever you do, you have to keep moving forward." ~ Martin Luther King Jr.

Please bring the following information to our meeting on Tuesday to share with your PLC.

5th Grade Math: TEKS 5.4C and 5.8A-C (Ordered Pairs and the Plane)

  • lead4ward Academic Vocabulary - Nicole
  • lead4ward Scaffolding Document - Kristy
  • lead4ward Released Questions - Andrea
  • lead4ward Field Guide - John
  • Region 13 TEKS Math - Kelly


5th Grade ELAR

  • Samples of student biography projects to display February 29-March 3


5th Grade Science: TEKS 5.7C-D and 4.7C (Since this was our "hot spot" all of this information is already posted on our display board. Just read over it before hand and be ready to discuss it.)

  • lead4ward Academic Vocabulary - Cathy
  • lead4ward Scaffolding Document - Wendy
  • lead4ward Released Questions - Sheree
  • lead4ward Field Guide - Angel


4th Grade ELAR: Revising & Editing, Expository Writing

  • Student work samples to display February 29-March 3
  • One lesson/activity/game,etc that you did with your class last week that you felt was a success
  • AR report showing total points for the year for each of your students


4th Grade Math: TEKS 4.6A, D Geometry (lines, line segments, rays, angles, perpendicular and parallel)

  • lead4ward Academic Vocabulary - Liz
  • lead4ward Scaffolding Document - Brenda, Angela, and Sarah
  • lead4ward Released Questions - Amanda
  • lead4ward Field Guide - Lana & Melody

Planning Day Agenda

5th Grade Math

  • Ordered Pairs and the Plane TEKS 5.4C-D and 5.8A-C

5th Grade ELAR/SS

  • Great Depression
  • Organizational Pattern of a Text and Making Connections (5.11C,E) continued
  • Spiral Poetry 5.4A, 5.8A

5th Grade Science

  • Renewable and Nonrenewable Resources, Conservation/Recycling, Fossil Fuels/Alternative Energy (5.7C-D and 4.7C)

4th Grade ELAR/SS

  • Revising and Editing
  • Expository Writing

4th Grade Math/Science

  • Geometry (lines, line segments, rays, angles, perpendicular and parallel) TEKS 4.6A, D
  • Science

Data Day Agenda

5th Grade Math

  • Share High-Yield Instructional Strategy
  • Discuss resources for TEKS 5.4C and 5.8A-C

5th Grade ELAR/SS

  • Share High-Yield Instructional Strategies
  • Discuss ways to spiral 5.4A and 5.8A into lesson plans
  • Share samples of student biography projects to display February 29-March 3

5th Grade Science

  • Share High-Yield Instructional Strategy
  • Develop Common Grade for 5.7A-B, 4.7A*, 3.7A
  • Discuss resources for upcoming unit

4th Grade ELAR/SS

  • Share High-Yield Instructional Strategy
  • Discuss AR
  • Share one lesson/activity/game,etc that you did with your class last week that you felt was a success
  • Share student work samples of expository writing, revising and editing to display February 29-March 3

4th Grade Math/Science

  • Share High-Yield Instructional Strategy
  • Develop Common Grade for TEKS 4.3A-G..D,E-Readiness (Fractions)
  • Discuss resources for TEKS 4.6A, D Geometry (lines, line segments, rays, angles, perpendicular and parallel)
Big image

High Yield Instructional Strategy of the Week

Card Sort

Instructional Steps:

1. The teacher and/or the students create a set of cards reflecting various vocabulary terms, images, models, assessment items, or content associated with the TEKS in the unit of study.


2. Students work cooperatively in small groups or with partners to sort the cards into various categories, first through an open sort and second through a closed sort.

  • OPEN SORT: students create their own categories, sort the cards, and justify their thinking.
  • CLOSED SORT: teacher provides categories and asks students to re-sort their cards into these new categories and justify their thinking.


3. As students sort, the teacher should circulate among the groups asking for justifications, but not correcting errors yet. Instead, the teacher may pull a card and ask students to first justify their categorization. Rather than telling students they are incorrect, the teacher should ask students to "re-think" their categorization.


4. Teacher clarifies/verifies as a whole group.


5. Students may transfer the sorting categorization cards into a graphic representation in their journals.


NOTE: To save preparation time, write terms on the white board, and ask students to form groups and create their own card set using note cards or notebook paper cut into rectangles. For assessment item sorts, present groups with a worksheet or test and ask them to cut the items apart into separate "cards".If the card set has images, copy one set of the images for each group and ask students to cut the images apart to create their card set.


NOTE: A vocabulary card sort could be used as a pre-test and post-test using the following categories: know it, kind of know it, and don't know it yet.


Thinking (Process TEKS Rigor):

Analyze/Interpret

Apply

Compare/Classify/Categorize

Create/Develop

Draw Conclusions

Generalize

Infer

Make Connections

Register for Team KIS

What can I do for you?

Please let me know if I can help you in any way. I am here to support you and will do whatever I can to assist you in achieving success for all students.

Christy McElyea, KIS Instructional Specialist

I believe in you.

I believe in our students.

I believe in KIS.


KISD...where every student counts!