THIRD GRADE LEVEL MEETING – MINUTES – MARCH 31, 2003

ATTENDANCE: Joy Sawyer, Ann Crawford, Amy Tisdale, Mariann Strachan, Staci Shrum, Lisa Peterson, Sharon Smith, Jennifer Pittis, Ann Schwandt, Roxanne McKee, Chris Johnsen, Joan Piper, Nicole Talley, Tom Jerns, Julia Ritchie, Jenny Bagne, Tim Binderup, Steve Jones, Barb Campbell and Tawni Elsenhart

PLANNERS: Ann Schwandt

OUTCOME: Teachers will have the opportunity to learn from and collaborate with peers in order to increase understandings about district curriculum and direction, as well as to incorporate good instructional strategies into lessons and unit design.

CURRICULUM FOCUS: Mathematics Instruction and Assessment, Literacy Assessment and the report card, and Technology

GIVE ONE GET ONE/RECONNECTING WITH COLLEAGUES:

Teachers shared instructional strategies, resources, and activities that they use in their classrooms in the curricular areas of social studies, health, and literacy. Teachers asked questions that had surfaced during the sharing of strategies and activities.

Will we be expected to teach all Health units next year?

· Sherrie Brown, Director of Curriculum, told the group that the required unit is unit 1, “Safe At Home, Safe Away”.

· Teachers may select other units as student interests and needs arise.

· The content of the curriculum can be taught through the processes of reading and writing.

UPDATE FROM ELEMENTARY MATH TASK FORCE

The Elementary Math Task Force has two responsibilities for this year: to identify the Common Practices and Core Understandings and to outline a professional development process that will support teacher in implementing the Common Practices.

Teachers worked in small groups to learn about the principles and beliefs that the Elementary Math Task Force have used as the foundation of their work. Teachers used an “Anticipation Guide” (graphic organizer that support before, during, and after reading) to clarify their prior knowledge about teaching and learning in mathematics. The group reviewed and discussed the National Council of Mathematics Principles (www.nctm.org) and then checked their Anticipation Guide responses.

Questions/Comments for the Math Task Force:

1. Will the Task Force address the report card criteria and assessment tools?

All minutes and work of the Elementary Math Task Force can be read on the District Web Page http://www.bham.wednet.edu/staff/elemmathtaskforce.htm

CURRENT STATUS OF MATH INSTRUCTION AT THE THIRD GRADE LEVEL

Teachers worked in groups to describe the current status of how math is being taught in Third Grade classrooms. Each group took one of the math strands: number sense, geometry, measurement, probability and statistics, and patterns and relationships and described the following teaching characteristics: amount of time spend teaching the strand, the materials and resources, instructional strategies, and assessment tools. The information would be given to the Elementary Math Task Force to help with future staff development planning and assessment needs. (See Third Grade Folder in Outlook E-mail for discussion points from group analysis)

Questions:

1. Will there be college credit for the Mathematical Perspectives – Number Sense Class this summer? Yes, college credit for the three-day Thinking With Numbers workshop is one semester unit. It will be offered through Fresno Pacific University. The tuition fee is due the first day of the workshop in the amount of $46.00 made payable to Fresno Pacific University.

2. Will there be funding help for the Math Workshop this summer? Teachers may use their I.S.D. monies or building budget if there is capacity of I-728 building dollars.

1. Do we still have access to the Vancouver School District Problem Solving Web site?

We no longer have access to Vancouver School Districts’ math Power tasks since we are not participating in their scoring sessions.

DISTRICT WEB PAGE and On-line RESOURCES

1. Nancy Messmer, Director of Library, Media, Technology, provided a tour of the revised district website, highlighting the “search” tools and sites of interest including Grade Level Learning Targets, Committee/Task Force Information, Maps/Driving directions to schools, and access to Central Services. Teachers were reminded that librarians are helpful resource people in the buildings who can assist with web access and technology.

2. Third Grade Teachers Group Email List – In Outlook, teachers will find a group list with all Third Grade teachers’ names. This group address allows Third Grade teachers to communicate easily with all other Second Grade teachers. (In Outlook E-mail, address message “to” Teachers-Grade 3)

3. Third Grade Teacher Folder – A folder has been developed in Outlook E-mail for Third Grade teachers. Teachers may share documents, lesson plans, assessment tools, and unit designs with other Third Grade colleagues and get feedback. (This folder can be found in Outloo0k e-mail/Public Folders/All Public Folders/Grade Level Work/Grade 3)

4. School Kit – John Schick, Library Media Specialist, demonstrated lessons from SchoolKit and Investigations, which support Third Grade instruction in math, social studies, and literacy. The lessons are available in all schools.

READING ASSESSMENT AND MARKING THE REPORT CARD ANALYSIS:

Teachers discussed current strategies, questions and concerns for marking the report card in reading and writing. Then, a list of questions and concerns was developed. (See Grade 3 Public Folder in Outlook E-mail for discussion points)

READ ALOUDS:

Teachers listed their “favorite” read-aloud and the connections to units and concepts to be learned at the Third Grade Level. The list will be put in the Grade 3 Folder in Outlook Public Folders. Please add any other books you may use in your classroom.

OTHER QUESTIONS:

Sitton Spelling vs. Word Family lists or a combo? What if the 3^rd grades can spell all words through 7^th grade, do we keep going? Is there going to be some training for spelling? What should we be using – draft books, words their way, Sitton?

In the Bellingham School District, spelling is taught through children’s own writing. Expert spellers develop a visual memory for words. Children learn to spell by writing, making approximations, and refining their understanding of correct spelling. Spelling should be taught as part of the whole curriculum. As a speller matures, emphasis on correctness should increase. Children should be held accountable for correct spelling only in the context of final drafts of compositions being readied for publication. All K-5 teachers use the Rebecca Sitton Word Bank of 1200 High-Frequency Writing Words as a guide for developing children’s capacity for correct spelling. In the Elementary Literacy Support Guide Spelling section, there is a description of “Effective Instructional Practices for Spelling” #5 may be appropriate for your expert spellers.

Why is there a 3^rd grade writing assessment done independently when the report card is marked with guidance? How are these scores used or match the district scores? Or should there be a connection?

In the Report Card Manual, there are three important points that guide the teacher in marking the report card. The report card mark indicates a move toward independence in using the traits and writing process. The purpose of the District Assessments is to evaluate our programs effectiveness. It is also used to measure the level of proficiency in meeting the State Standards for writing. The WASL writing data provides a platform for discussion overall district writing program, curriculum, professional development, and materials.

NEXT STEPS/TOPICS/SUGGESTIONS:

For a list of next steps, topics, and suggestions, please see the Grade 3 Folder in Outlook Public Folders.

MAY MEETING:

The next Grade Level meeting for Third Grade Teachers is scheduled for May 21^st, 1:00-4:00 p.m. in the room 212.