ECAW

=ECAW=


 * **Web and other resources for writing** ||  ||
 * Writing Resources ||  ||

Study Group 9/26/11 Recorded by Michelle Present: Mark, Melissa, Amber, Kelly, Rosa, Michelle, Delkys, Claudia, Brian. Later - Mike, Jacqui, Toni, Sole, Joan Meeting on Tuesday AM with Colleen, Miranda, Batsaya, & Kathleen


 * Top Take Aways -** knowledge of how to use program effectively, info. about how to use ECAW with the planning guides


 * Overview of program** -
 * 4 groups -
 * meet with every child every day, start with lowest group, end with highest -
 * **I do** (modeled in mini-lesson taught to highest group as an exemplar for good writing),
 * **we do** (in small group writing),
 * **you do** (independent) first station out of the small group,
 * one station is a skills/word work- grammar included- in context
 * and one free writing or expressive writing/ journal writing (keep a poster of ideas for them- creative)- checked periodically for

The 3 published pieces a week are: modeled, differentiated, directed - 1 independent piece per week To start stations and introduce 1 at a time - do that station for awhile.

Miranda does Houghton Mifflin grammar lesson and students do follow up pages in the writing station. Students work collaboratively Colleen rotates- if Houghton Mifflin lesson is taught they do that, if not, DOL sentences to correct- answers on the back

Mini-lesson- Prompts are two sentences long- in modeling read the prompt, do TAPP and plan, then write Model a whole piece every week. Model in small group as well at their level what they should be doing.

Have to move them along in genres so they can experience all of the genres. Spend time on description because it is a part of all writing. Using the program will get results- your working with students everyday will make the difference.

Bringing samples to data team meetings- to analyze and discuss teaching strategies for groups

Kelly suggests "firing" students if they don't do their work - they come and sit by her. That's your job to do your station - no warning for Kelly, two chances for Amber Using computers as a station for students to type Handwriting is very important starting in Kindergarten on up Use Step Up as a resource too.

//Students need to stay at their level according to PVP's. Miranda and Colleen are using the genre of the DPS planning guides and teaching students the skills that they need at their level in the small group. They say DO NOT move them until they have mastered the skills needed.// Working on the genre that matches reading planning guides keeping PVP's for each group but working in the same genre. _
 * Question:** do we have to be on a certain page of DPS planning guides for people who visit our classrooms? No - it was reported that Lisa said if she see's good instruction, she'll defend. Planning guides are a resource.
 * Question:** Do we continue to move them along even if they are not ready - we don't do it in reading, why writing? Have to because of the planning guides & student practice and exposure
 * 1) Suggestion that we visit each other to see how it's working- Email Leslie or Aileen to visit- observe stations and give feedback
 * 2) Future meetings - Maybe meet K-2 and 3-5
 * 3) Brian: Look for an email from me or Mark regarding the PDU for ECAW

+ Shared ideas for skills and whole group + Got better view of the program + Open conversation + Ideas shared + Helps me to hear what everyone is doing + PDU + How to implement stations. + Vertical expectation/clarification + Station ideas + PDU + Help is here + getting other people's ideas and how they are implementing + listening to others suggestions and struggles + station ideas + listening to others- great to see how many people are here + It is possible to manage all stations - Groups my independent groups - how to fit our new schedule - finding stations - Need more stations - Need station ideas/RIGOR! - Need to work on stations incorporate this into planning guide - too many things at once, need an agenda from here on out to address specific questions about program - still have questions on how to plan according to the district curriculum - Still trying to figure out what objectives to teach whole group
 * Feedback from the meeting**-
 * PLUS** - What worked well?
 * MINUS** What we need or could be better?