Alexis+McGonigal

Alexis McGonigal


 * **Teacher** || **Grade** || **Focus Area** || **Collaborative Time** || **Class Time** || **Other** ||
 * Alexis || 8 || Differentiated Instruction in ELA || 2:10 - 2:30 || 9:00 -9:45 ||  ||

__Times for March 22 and April 18__

//Alexis// Class Time: stays the same (9:00 - 9:45)
 * Collaborative Time: changed** from 12:40 - 1:00 **to 11:00 - 11:20**
 * The collaborative work conducted focused on paragraph writing from the PLC's ELO. The work supports outcomes identified in SK curriculum and KCI's LIP. The common assessment referred to is the Holistic Scoring Guide.
 * With the upcoming, AFL's paragraph writing and writing process will be explored


 * Outcome Selected to Focus on (March 20)**


 * CC8.3 Select and use the appropriate strategies to communicate meaning before (e.g., plan, organize, and sequence ideas to fit purpose,point of view, and format), during (e.g., use and maintain appropriate point of view for audience and purpose), and after (e.g., revise final drafts and presentations to ensure that the format and patterns within that format contribute to the effectiveness of the composition) speaking, writing, and other representing activities.**

a. Demonstrate an understanding of the creating process by preparing (pre-writing), creating drafts, revising, and creating a final copy or product. b. Progress through stages/phases of the creating process (i.e., before [pre-], during [drafting], and after [revising] presenting) as needed. • consider prompt or find a topic and activate prior knowledge (e.g., consider the variables in the prompt or assignment including purpose, role, audience, topic, and focus) • consider purpose and audience (e.g., ask questions to analyze purpose and audience) • consider and generate specific ideas and information that might be included (e.g., formulate pertinent questions to explore and develop the topic) • consider and choose/adapt a possible form (e.g., consider the best pattern to present ideas including cause and effect, problem/solution, opinion/reason, fact/proof, sharing experience pattern) • collect and focus ideas and information (e.g., collect details about the topic and plan how to use them; identify gaps in ideas and information) • plan and organize ideas for drafting (mapping and authoring) (e.g., create a pre-writing plan as a guide; consider alternative ways to organize and present ideas) • consider qualities of effective communication and the language to use (e.g., consider the best register and point of view to use).
 * Before:**

• create draft(s) and experiment with possible product(s) (e.g., develop main idea with sufficient supporting detail; change any ideas that are not clear or complete)
 * During:**

• revise for content and meaning (adding, deleting, substituting, and rethinking) • revise for organization (e.g., check that the text patterns and features are appropriate to the form of representation; review for consistent point of view; include a beginning that attracts the viewer, listener, or reader, a middle part that supports the focus, and a closing that connects everything) • revise for sentence structure and flow (e.g., use a variety of sentences that flow smoothly and clearly from one idea to the next) • revise for word choice, spelling, and usage (e.g., review and revise writing conventions for intended audience; use vivid verbs, specific subjects, and well-chosen qualifiers) • proofread for mechanics and appearance (e.g., check for the rules of punctuation, capitalization, spelling, and usage)
 * After:**

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 * Google Doc** for **communication and planning**:

Small Group Instruction Differentiation Wiki:
 * Wikis for Reference**:

The following chapters from **Do-Able Differentiation** will be useful when discussing differentiation: (Opitz,M., & Ford. P., (2008). **Do-able differentiation: Varying groups, texts, and supports to reach readers.** Portsmouth, Heinemann.)

Book Chapter: **Do_Able Differentiation: Ch 1 Understanding How Readers Differ and Teachers Matter**

Book Chapter: **Do-Able Differentiation: Ch 2 Grouping Students**

Literacy Power B (grade 4 level) The Wild Side - Extreme Sports (grade 4-6 level)
 * Differentiation and Resources that Align with Adventures and Adventurers Model Unit**

**Destination Reading II** (Skill Level Grade 2-3) Unit 10: An Adventure in The City Unit 18: Wilderness Adventure

**Destination Reading III** (Skill Level ) Unit 7: Finding A Way (Adventure Fiction) Unit 8: Robert Ballard: Modern Sea Explorer (Biography) Unit 13: Finding Gold In the Clouds (Adventure Fiction)

**Destination Reading IV** (Skill Level Unit 9: Blue Sky, White Water (Adventure Fiction)  Unit 20: treasured Books (Adventure Fiction)