Agenda for Passport Meeting

COMPREHENSION PASSPORT

DATE: 11/26@3:45
TIME: 3:45-6:45
LOCATION: Shenandoah EL
GROUPS: whole group session, then K-1 breakout, and two 2-5 breakouts
FORMAT: Intro/whole group, then break outs
CONTENT: 6 Steps to Comprehension

Planning Groups:
(K-1 session) Mathew, Nita, Michael, Sharon
(2-5 session) Elnous, Obi, (Julie), Claudine, Hope, (Katie)

Agenda:
I. Whole Group intro:
Sign-In/Refreshments
Icebreaker (5-8 min.)
Research: “Put Reading First: Comprehension” (15 min.)
T’s receive a Circle Map: “What do you know about comprehension” (Model on DocuCam?)
Read Article, “Put Reading First: Comprehension” & Add to Circle Map (in a new color) new learnings(15 min)
Mingle, discussing 3 questions (10 min.)
Based on the article, what is/are your New Learnings?
Based on the article, what connections did you make b/t article and OCR?
Based on the article, what’s applicable to your classroom?
Debrief: Whole group share out about each of the above 3 questions (5 min.)
6 Steps to Comprehension & Tonights 3 Foci (Unit Opener, Reading Selection, Recording New Learning) (5 min.)

II. SMALL GROUP break-outs will be grade level specific:
K-1 session (Mathew, Nita, Michael, Sharon)
Step 1: Unit Opener & Record New Learning
Key pages in TE,
Links to the Theme,
Previewing the Unit,
Provide a template for T’s to use
Step 4: Reading the Selection & Record New Learning
intro all strategies, strategies/sentence frames, and/or
give T’s a difficult passage to practice using their comprehension strategies,
modeling (name it, say why you’re using it)
handing off responsibility to kids
Step 6: Record New Learning (folded in to Step 1 and Step 4)
Inquiry Journal (needs to link to the theme, following discussion)
CQB




2-5 Session 1
Step 1: Unit Opener & Record New Learning
Key pages in TE,
Links to the Theme,
Previewing the Unit,
Provide a template for T’s to use
Step 4: Reading the Selection & Record New Learning
intro all strategies, strategies/sentence frames, and/or
give T’s a difficult passage to practice using their comprehension strategies,
modeling (name it, say why you’re using it)
handing off responsibility to kids
Step 6: Record New Learning (folded in to Step 1 and Step 4)
Inquiry Journal (needs to link to the theme, following discussion)
CQB

2-5 Session 2
Step 1: Unit Opener & Record New Learning
Key pages in TE,
Links to the Theme,
Previewing the Unit,
Provide a template for T’s to use
Step 4: Reading the Selection & Record New Learning
intro all strategies, strategies/sentence frames, and/or
give T’s a difficult passage to practice using their comprehension strategies,
modeling (name it, say why you’re using it)
handing off responsibility to kids
Step 6: Record New Learning (folded in to Step 1 and Step 4)
Inquiry Journal (needs to link to the theme, following discussion)
CQB

III. Closing Business (in breakout rooms)
Q&A (consult your inquiry journal)
Evaluation
Wrap-Up
--

K-1 Group Breakout Agenda


LET'S ADD OUR IDEAS HERE...
November 5, 2007
Nita and Sharon's contributions:

TEACHER'S EDITIONS NEEDED:
K -
Book C (2000) "Finding Friends"
Unit 3 (2002) "Finding Friends"

1st Grade
Book C (2000) "Bill Pinkney's Journey"
Unit 6 (2002) "Journeys"

NOTE: All cadre members, would you please bring as many Teacher's Editions as you can spare.
__We will need: KINDERGARTEN - Book C (2000) and Unit 3 (2002), "Finding Friends"
FIRST GRADE - Book C (2000), "Bill Pinkney" and Unit 6 (2002) "Journeys"

FIRST GRADE
Building Unit Background Knowledge
"Captain Bill" (2000) and "Journeys" (2002)
Note: This might be a good opportunity for a grade-level field trip. The writing assessment, also the Performance Writing Assignment, - requires students to discuss and describe a journey they have taken. The trip could be as simple as a neighborhood exploration; perhaps a visit to to the library. If the public library isn't within walking distance, why not consider a "journey" to the school's library? Perhaps there are some spots of interest in your community. Maybe these would be a great opportunity for a shared "journey."