Kindergarten Planning Guide PDU

September 16, 2008

Outline of Sessions

• Each month we will take time to: Collaboratively look at student work for the unit

we have just taught. Discuss the next unit and plan together. Read and complete homework assignments.

(usually a reading from your Planning Guide Materials with a short written response)

Responsibility for Coursework

• In order to get DPS credit or PDU, you must: Attend all but one class Turn in all Homework assignments (even if

you miss a class) Participate in end of class Reflection and

Sharing Session (last day of class)

Building Community

• Because we will be collaborating with each other, we really do need to get to know each other!

• On your map please write the following answers 1. What is the name of your first pet? 2. What you do on a typical Friday night? 3. What is your favorite all time movie? 4. Who is in your household? 5. What is something you really want to do but

haven’t had a chance yet?

Sharing…

• As the music plays, walk around the room. When the music stops, stop walking and pair with the closest person.

• Introduce yourself and tell what school you work at and what type of Kindergarten you have (Half Day, Full Day, Some kids go home a noon, all stay all day, How many kids, etc.)

• Then Share your answer for number 1.

• We will repeat for all 5 answers, each time finding a new partner.

Format of the Literacy Planning Guides

• Year at a Glance Shows the Genre’s and Big Ideas for each unit by

month Units MUST be taught in the order listed and in the

Month listed

• Unit at a Glance Shows Standards being addressed Big Ideas Resources Lesson Layout

• Symbols– Cultural Competence

– ELA

– (AC)

– (MM)

Format of the Literacy Planning Guides

• Lessons

• Addenda

Highlighting our Planning Guides-101- do we need to fix this?• In order to become more familiar with and to better

organize our Planning Guide, please do the following for Unit 1, Reading and Writing: Use a pink Highlighter to bring attention to the

lessons that you just need to “Stop” and read the lesson. Everything you need is right on the page to teach the lesson.

Use a green Highlighter to highlight the title of the resource you need to “go” elsewhere to get what you need to teach the lesson.

• i.e. in Lesson 1, Reading, I would highlight “America’s Choice, The First 30 Days: Reading Workshop Lessons” in green because I have to “go” get this resource.

• In Lesson 9- I would highlight the “Lesson 9: Using Book Tubs for Independent Reading” in pink because I need to “stop” here and teach the lesson.

Unit Planning Protocol 102?… Celine

What did you notice?From101-Do we need to FIX!

• Share with your elbow partner any noticings you had as you highlighted Unit 1.

Looking at Student Work- ?

• We will count off by 9’s.

• Please group yourself by number to share your writing samples.

Looking at Student Work- ?

• Please discuss: Any celebrations Any challenges What do you see in the student’s work that is

interesting or surprising? What can you learn about how the student thinks

and learns? What are the Next Steps for each student? What you might do differently next time/year.

(write these on the lesson in your Planning Guide so you remember next time!)

Sharing-(Can this follow something?)

• What did you learn from listening to your colleagues that was interesting or surprising?

• What new perspectives did your colleagues provide?

• How can you make use of your colleagues’ perspectives?

Reflection-?

• Return to your original table

• Take a minute to write a reflection about your own thinking What questions about teaching and assessment

did looking at the student’s work raise for you? How can you pursue these questions further? Are there things you would like to try in your

classroom as a result of looking at student work?

Planning for the Rest of the Launch Unit

• With your table mates, discuss any planning ideas that you have for the rest of the Launch Unit.

Popcorn!

• Pop up like popcorn and tell us one thing you will try differently this month!

Homework 101

• Read Making Meaning, Strategies That Build Comprehension and Community pages xi-xxviii (everything before Unit 1)

• Write a one page reflection about the reading. Include your thoughts about how using Making Meaning may benefit your ELL students. This will be turned in at the next class.

• Bring 5 pieces of student work from Unit 1: Writing Lessons 11 and/or 12: Turning Small Moments into Stories to share at our next class

Homework 102

• Review and become familiar with the DPS Standards Based Progress Report for Kindergarten. Collect student work samples that align to the Standards Based Progress Report. Write instructional strategies for each of your groupings to support continued student achievement.

Next Class

• Our next class is October 21 from 4:30-6:30pm. Look forward to seeing you at 4:30 sharp!