Kelly M - Hi Lisa - is this the Lisa I just emailed? And hello Christine and ginger....Happy Saturday!
lisa - No, I don't think so.
ginger - hi, kelly, thanks for all the help you offer
ginger - Pat, what do you mean advantages and disadvantages?
Amber in NC - Hi all!!
ginger - does anyone know if it's allright to say "kids" instead of the more formal "Students" or "Children"? It's so much shorter to say Kids.
Christine - Hi everyone!!
Kelly M - Ginger - you're certainly welcome....it keeps me learning! I think Pat is no longer in the room.... Hi Amber!
Kelly M - ginger - I don't see why not! Anything to save room, right!
ginger - thanks, i'll bet i can save a few lines that way
Amber in NC - I printed out the Rubrics that Patrice put on the ring. Where did they come from?
lisa - I know this has been asked before - is it ok to type in the questions on entries 1-3?
lisa nc - Kelly Have I done this right
ginger - she amde it up!!! isn't she awesome???
Amber in NC - Wow! She is awesome!! They are really helping me to make sure I have addressed everything.
Cindy SC - hello everyone...
ginger - yep, i cut them up and put them in each of my folders.
lisa nc - kelly Have i done this right
lisa nc - kelly you just e maled me
Cindy SC - Ginger, I wouldn't type "kids"...that's just my opinion ..
Kelly M - Hi lisa nc - looks like you're doing fine! Are you the one I just sent directions to? Lisa - it's fine to type in the questions...although you might need to delete them later for space. Hi Cindy!.
ginger - it doesn't sound professional, but it sure saves space
Cindy SC - True...
lisa nc - yes iam the one
Christine - I wrote in my questions at first but ended up deleting for just that...space.
ginger - hey, patrice! I was just bragging on you!
Kelly M - Hi Patrice - welcome!
Christine - anyone working on Entry 2 right now?
Amber in NC - I have a Literacy question that I know has been asked a million times. But... When it says what questions did you have about each child's lit. develop, is it best to list the questions or include them in your writing?
Patrice in KY - Oh good... i needed a brag today. Thanksq
ginger - i'm working on everything at once!
Kelly M - Lisa nc - see? It's easy!...although as more and more people come, it gets harder and harder to read everything and type responses! I get lost all the time!
Amber in NC - Thanks for sharing your wonderful rubric questions Patrice!
lisa - Is it true that one must pay $300 per entry you have to redo? How did that get by me?
Patrice in KY - You are so welcome, Amber
lisa nc - Thanks Patrice
Amber in NC - That's waht I hear Lisa!
Kelly M - Amber - I've been told that assessors lift the questions as evidence that you had them...so I would DEFINITELY include them!
ginger - wow, i am even more determined to pass it on the first time
Patrice in KY - That strategy is something used to use with my fourth and sixth gaders.
Kelly M - Lisa - yes, $300 per entry for retakes.
Amber in NC - I have included them, but not listed them. Also I am having trouble with the word "relevant."
ginger - what's up with entry 2, christine?
Patrice in KY - My main caution though is....don't use them to strictly answer the questions...they are a check on what you have answered
ginger - i can't write anything yet, because I STILL don't have a video!!
Amber in NC - Right, Patrice, that is what I have found them very helpful for.
ginger - i have all the bigwig tekkies working on it and hopefully i'll have a shot next week
Christine - Never done this chat thing before...sort of confusing. I am stuck on the video. Wanted to do a group retelling of story but now understand that is might need to be whole group discussion
val - I'm working on Entry 2 right now!
Patrice in KY - You are welcome, lisa
ginger - yep, discussion is the thing
Amber in NC - Hang in there Christine!
Christine - what do you think about discussion of one groups dramatization???
Kelly M - Hi Val - welcome. Ginger - write up the parts that come before the video! Then you'll at least feel like you have something done for that entry (and you will!)...
Amber in NC - I am in Hendersonville, on the western side of the state. And you?
Kelly M - Hi Jenny and DebbieD - how are you guys?
lisa nc - Iam from lumberton
DebbieD - Hi everybody! Missed a few weeks here, how's it going?
val - I did the same thing. Had to redo my video to whole class. It's hard to follow conversation. My first time, too.
lisa nc - at the coast
Kelly M - Christine - SS/Arts must be a whole group discussion. Yes.
Patrice in KY - I am redoing my soc. st. video, fine tuning my science and working on my literacy entry first go....JUGGLING BIG TIME
Christine - Hey NC people..I'm from eastern part of state Rocky Mount!!!
ginger - if you do the dramatization and then discuss it as a class and have it all ties to a ss concept and community building, and i think yo have it made!
Kelly M - Hi Jill - welcome - and frustrated, too! You have come to the right place!
ginger - thanks, kelly, i have done some of the context stuff...just feeling frustrated and harried
lisa nc - Christine I went to NC weslyan
Jenny - Fine thanks, trying to reflect on social studies and having trouble getting started
val - Ginger-- I did just that!
Christine - lisa, no kidding...small world hugh!!!
Patrice in KY - val, is it all within the 15 minute segment
val - I feel like I'm answering the same questions over and over.
DebbieD - Candidates - are there any questions an NBC could help you with?
val - Yes, all within the 15 minute segment.
ginger - dear frustrated, join the club! What has you there today?
Amber in NC - I do too Val. My friend keeps reminding me to be clear and concise!
Carol - I have a quick question. I want to make sure I don't give the wrong advice to the candidates I am working with. Do you state your questions in literacy like we did last year? I mean to you actually ASK the questions in the write up. I saw conflicting responses this week on the mail ring.
Patrice in KY - val, then sounds like you have covered all the bases. Way to go!!!
val - My class discussed, planned, and acted out conflict resolution scenarious
ginger - carol, patrice and i have been dealing with that this week
Christine - I have bulleted my literacy questions, but I'm not done..may need to remove bullets for space.
Carol - The directions look the same as last year and we were advised to actually ask the questions.
Kelly M - Carol - well, none of us really knows, because no one has been trained to assess THIS version. But I think I'd go with having the questions there. It asks "what were your questions...?", doesn't it?
DebbieD - Carol - The second bullet in analysis of two children's literacy development asks "What questions did you have about each child's development? I'd take that to mean ask the questions right in the entry!
Patrice in KY - carol, I have actually started TWO write ups showing it done both ways on a student...I am thinking space is really going to be my deciding factor here.
ginger - one way i did it was to bold the words that indicated the question i was answering. for example, i wrote "She used PICTURE AND SYNTAX CUES and was beginning to read FLUENTLY.
Carol - Yes, I think it does, Kelly--therefore I am advising the same. I made mine bold.
Kelly M - I would really trust Virginia's word...and she says to include them!
DebbieD - Last year I had a bulleted list of questions and then made sure my analysis referred to each of them. There's less room this year because of 2 children, but I think I'd ask fewer questions and include them.
Jenny - I have a question - my kdg. kids are acting very respectful and polite in our ss video as we talk and complete the activities. I guess I am stuck on the science video that was full of action and noise. Can I address that in my writing that I can see how their listening and group skills are developing by how they act in our group? I am wondering if the video is too dull, although they are great.
Patrice in KY - If I leave my questions in I will have to limit them much more than I am doing now
Carol - Thanks, ya'll
DebbieD - Jenny - sounds like a good way to address their behavior.
Kelly M - Hi Wendy - welcome! DebbieD - you're exactly right...your literacy questions MUST be answered (if you list them!) and MUST be assessed. The whole entry needs to be tied together tightly. Actually, that part is true of all entries.
ginger - okay, all, it seems like i need to write the questions. If I ask less questions, i'm afraid it will look as though i don't assess the kid properly
Wendy - Hi Kelly
Amber in NC - For the lit. entry, when they ask how you know your learning exp. was successful and what is your evidence, I was using running records, improvement in reading level, improvement in writing(shown in work samples) Does this sound right?
DebbieD - Ginger - could you introduce your questions by a phrase like "Among my questions for this child were. . . " to indicate that this wasn't all?
Carol - Jenny, You could talk about how the kids are learning to adjust to the situation. It sounds like their behavior was appropriate for what you were doing.
Patrice in KY - A wise NBCT said to me, the entry must be woven together like a beautiful tapestry
ginger - sure, debbie. Does everyone else think that will fly?
DebbieD - Amber - that sounds good to me. Does your school or district use any formal assessments that you could include?
Carol - Ginger, are your questions too specific? Could you group like questions together, then answer them with the specifics?
ginger - i was under the impresion that they had to be pretty detailed questions
Kelly M - ginger - I think that's exactly the way to do it. They didn't ask you to list ALL of the questions you had.
Amber in NC - yes, Debbie , we use an assessment for everything (Book and Print Awarness, phonemic awareness, spelling and writing.etc.) That would be good to use as evidence right?
Patrice in KY - Amber, I had to go to a sp. ed resource person and a speech teacher for formal assessments
Christine - amber-what grade? Do you do the K-2 lit assessmant in NC?
ginger - okey doeky. Thanks all
Kelly M - Hi DebbieMc - welcome!
DebbieMc. - Hello, my friend!
Amber in NC - Christine--oh, I sure do the K-2 lit. assessment in NC. First grade.
Patrice in KY - Hello DebbieMc
DebbieMc. - Hi Patrice!
Carol - I could be way off base, but one of my questions was "Why is ___ willing to take risks in writing but not in reading?" Then I described avoidance behaviors for reading, surveys on how he changed attitudes about reading etc. I think they definitely should be specific to the CHILD.
DebbieD - Amber - yes, the directions ask for both formal and informal, and reading records are generally considered informal, I believe.
ginger - carol, that sounds like a great question
DebbieD - Carol - I agree, and since you have evidence for the change, you could weave that together tightly.
Jenny - Does anyone have any advice for answering the ss question about how we facilitate the group discussion? Do they want specific things like how you have them seated?
Carol - I picked this child because he was so different! His desire to write became a link to improving his reading skills.
Kelly M - Hi Sally - can we help you?
Patrice in KY - One of my students is Bosnian and English is her second language. I also used information from the English as a Second Language assessment
Christine - Amber-I'm first too. I used concepts of print checklist to pull many questions from and I think as evidence..but im not done yet
Kelly M - And katie - welcome!
DebbieMc. - What did you do to move children along in their thinking, discussing, ideas, etc.
sally - Hello..I'm working os SS/Arts and Child's Lit right now
Amber in NC - Christine-I pulled questions from there too! It is a good tool to have. I am glad to hear someone else used it too.
DebbieMc. - How did you see that every child was allowed to participate.
Carol - What grade , sally?
Jenny - Thanks Debbie.
Patrice in KY - I am right there with you, Sally
Christine - sally-me too.
DebbieD - Jenny - if seating arrangements are a procedure that helps your class learn more in a discussion then use it. Also consider how you promote student-to-student interaction, recording of ideas discussed, getting off topic conversation back on track, etc.
Amber in NC - me too sally!
DebbieMc. - How did you make sure that every child's opinion, comments were valued?
lisa nc - In the instr contextshould we put info about the racial make up or does that g osome where else
sally - 1st grade
katie - Hello, Room, I'm Katie in SC. I have a huge science dilemma.
Christine - I put it in instructional context
ginger - i put it there, too
DebbieD - Ask away Katie!
DebbieMc. - lisa, what you put in the instructional context should help assessors see why/what you taught the way/the subject matter that you did. If it influenced your teaching, put it in.
Carol - We're listening, katie. All of these heads are better than one.
sally - I have collected a writing sample, a phonics page, and an ORI for my 3 worksmaples, but now I don't think they are things I should use
Kelly M - Hi Cathy - how are you?
Wendy - huge science sounds serious
Cathy - I'm great -
DebbieD - Sally what do you mean by phonics page?
DebbieMc. - Wendy! I didn't notice you were here! Hello!
Christine - I have used a developmental selling test I administer 3 times a year as well.
Wendy - Hi Debbie
Kelly M - Hi Kathy L.....welcome!
Patrice in KY - I really think the three samples are all to be writing samples
Wendy - I am wondering what a developmental selling test is.
Amber in NC - I feel that I am repeating a good bit of information when I am analyzing my second child that I had written for my 1st child.
sally - My phonics page consists of a picture with the vowels next to each picture, students have to circle the correct vowel..the girl Im studying is very weak on vowel sounds, but I'm not sure if I should use this or a dufferent piece of evidence. What do you think?
Christine - Patrice-really??? i didn't know that
DebbieMc. - Wendy, I love reading your messages. They're full of information.
Kathy L. - Hi Kelly- thanks I have several questions just like everyone else!
val - from what i understand the writing samples should all be very different from eachother reflecting the diversity of instruction
sally - After I reread the questions, I was thinking that I needed 3 writing samples
katie - Thanks, Kelly . I had decided to do my 3 learning sequences on liquids and my featured lesson was going to be an investigation of liquids but the NBCT that I ran this idea by said I needed to do a 10 min. video on liquids and a10 min. segment on solids.
Wendy - Do not use a worksheet for evidence
Kathy L. - But first....I have to share I am finally finished with a second version of entry 3 & entry 1 is complete as of today! Hooray- entry 1 is 3/4 done!
Jenny - I have a typing question - the directions say you can put your id# in the top corner, on my computer if I insert a header to do that it is right above where I start writing, not the upper corner. How do we do that?
ginger - i would use a writing sample, sally, and show how she is weak in vowel sounds on it
Christine - I got it from a book called teaching kids to spell. I describes the stages of spelling & has them write difficult words to see what level they are at Really interesting
Wendy - Thanks. I spend my life in meetings now. Get to be in on lots.
DebbieD - Sally - I would try to find a sample of her real writing that shows weakness in hearing and recording vowels. The real test of letter-sound knowledge is using it to really write, and a writing sample would give you other thingsto analyze as well.
lisa nc - What kind of writing samples are you guys using -me story , report , poem
Kathy L. - Jenny-click the left
Kelly M - Hi Patsi - how's it going?
Patrice in KY - Look under OPTION B: it says, set samples that reflect each child's ability to do different kinds of writing (e.g. story, report, poem).
DebbieMc. - I've noticed. Bless your heart. Sometime, I want to hear about the new job.
Amber in NC - I am using a writing journal entrry , a science log entry, and a story.
DebbieD - Patsi - is that you from Minnesota where it's freezing cold!
Kathy L. - oops left justification tab and it should move it over!
ginger - kaite, i think the person you were speaking to assesses last year. This year's directions are different/ It is to be one 15 minute video, not two 10 minute ones
sally - would dicateded spelling sentences be appropriate?
Patsi - Hi Kelly - it is going great! I was able to make it to the chat - wasn't sure if I would - I was out of town for a meeting last night and today, but we wrapped it and I was able to get here!
Jenny - thanks Kathy - I will try that
Kelly M - Hi Wynema - how are you today?
Kathy L. - When you all submit instructional materials does it have student work on it or is it unused?
Amber in NC - How can I make sure that I am not including too much description of my teaching? It seems like I tend to describe everything I do, but it is not on track. I need to find a happy medium.
Patrice in KY - Jenny, just space over..that wil get you there.
Patsi - Hi Debbie D! Yes it is freezing ..... BRRR! Good time to stay in and type - what is it like in your neck of the woods?
katie - Jenny, I'v done this before and it was fine. I cut and pasted my ID# at the top right hand corner and then ran copies and used that paper to print.
DebbieMc. - sally, I would stick to the child's writing, his/her ideas, etc.
Laura - Katie , If you're still on why were you told to do liquids and solids if you were concentrating on liquids
ginger - kathy L, i have heard that it's more effective to use a worksheet filled out by a kid
sally - ok...thanks!
DebbieD - Patsi - it's bright and sunny but below zero! I'll email you later about the modifications you sent me.
Jenny - I may try cutting and pasting then, I can get it over to the right but not up near the top.
Kathy L. - thanks ginger...
Kelly M - Hi Laura! I missed you signing in!
Wynema - Hi everyone, I'm great, thanks. It's cold and rainy here in SC
katie - I'm sorry. I need tosay that I'm a banker and my directions are the same.
Laura - Katie I only ask because I decided to do sink and float but haven't figured out the math or technology sequence yet
DebbieMc. - Kathy L., I don't think there is one right way. I think it all ties together. If the evidence is there, you'll be fine.
Wendy - I heard from the people who developed the process that you shoudl not use worksheets. You need to use student writing samples
Patrice in KY - Hi Wynema
Kathy L. - I designed a chart on bulletin bd paper to use in my ss unit, as well as a chart to print the lyrics to the song we created. I am using these for instructional materials. Should I take a picture of the real thing or type it up on the computer. I am concerned that a picture wont show the words well enough
Patsi - thanks DebbieD. Have we been discussing writing samples today? I am wondering about some of mine. Sorry if this has been addressed. A journal page from writing workshop, a page from a book they wrote (with phonetic spelling) and I am looking for other suggestions. My kids are Kdg.
DebbieMc. - Kathy L., are you talking about instructional materials or student writing samples?
Christine - I'd say writing samples too!
katie - Laura, I don't know. This is why I'm very confused.
Cathy - For our song, I did a digital camera picture but haven't printed it yet
ginger - Wendy, i agree not to use worksheets as writing samples. If you use them as instrucitonal materials, they are better filled out from what i have read
DebbieD - Kathy L I typed my KWL chart for exactly that reason, and felt it showed up much more clearly.
Wendy - gotta go. Bye
Laura - I took pictures of books I read and my charts with the digital camera for my SS unit and they turned out fine
Kathy L. - instructional materials.. these are 2 of the 4 for community we need to submit to suport our discussion
lisa nc - Wynema,Where are you at in sc.I teach dillon county
Patrice in KY - Patsi, I am using a personal narrative, a poem, and an accross the curriculum piece from a soc. st. lesson for one of my kindergarten students
DebbieMc. - katie, what are you confused about?
Cathy - Could we just type our song - that would be much simpler!
Jenny - Since we were talking about literacy samples, what about one that I have from the child playing in dramatic play - it is mock writing but he did it on white paper.If I make a color copy will it show up enough?
Laura - The charts had the words and they came out fine
Wynema - Question about my science video. The one I did yesterday is the best in terms of their discovering and their talking with one another. My math content is recording data in their science journals. At the end of the video, I hand them out and you can tell from their reactions they are used to doing this. We are talking about what to record today in them. Do you think that's enough to show of that to get the math in? If I show more, you miss their great discoveries.
Patsi - Patrice - a poem is a good idea - How about a "pattern" poem, the name isn't coming to me, about snow.... Hmmm.
ginger - what is mock writing?
Wynema - Lisa, I am in Greenville
Kelly M - Bye Wendy...I'm working on your membership!
sally - for a writing sample, how about a worksheet that has three silly pictures on it and the student has to write about one of the pictures?
DebbieD - Jenny - I was amazed by how well things showed up on color copies! I thought it was well worth the cost!
Laura - I thought I am going to type out the song and hope that's ok
Amber in NC - Bye all, have a good week!
Kelly M - Hi Beth!
Kathy L. - do you think one over the other is stronger?
Patsi - How about a sample from when the child was "Writing the room" during literacy centers - that is usually copying, but it shows concepts of print.
val - an acrostic poem?
Kathy L. - I think I will also,,thanks for the ideas.
lisa - Wynema - I am in Greenville, also - I teach 1st at Brook Glenn in Taylors.
DebbieMc. - I would stay away from "cookie cutter" pieces to send in for writing samples. These really don't show the child in a true light. They're confined within the pieces. It takes away some of the child's creativity and sometimes takes away from their abilities as a writer.
Jenny - Patsi, I am kdg. too. I am using a journal page, dramatic play writing and an invented spelling paper he wrote about a social studies unit
Kathy L. - On the literacy entry- should it be written in present or past tense?
ginger - great qustion, wynema, my math is after the video, too. i think i have to redo it anyway, but i was wondering if the math has to be in the video
Beth - Hi Kelly you will pleased to know that I finally got a handle on the inquiry method and I taped a leson that I am quite pleased with!
Wynema - I am at Greenview in K4
Laura - Katie, what lwere you thinking for your math
Christine - Bye everyone
Patrice in KY - Patsi, a poem will give you a good way to discuss a great deal about the child
Patsi - Val, not acrostic, but like this.. Snow, white, wet, floating, blowing, falling, I love snow, snow. The kids choose the words. What do you think?
Kathy L. - congrats beth! I know how difficult it can be!
Patrice in KY - any kind of poem would be great
Jenny - Okay Debbie, I won't worry about the white paper then!
Wynema - Tracy H, I have a question, just asked it, but you are the science expert. So I am going to type it in again.
Kelly M - Wow Beth - congratulations! Hi Oasis and TracyH! Welcome!
katie - I'm confused because I thought I was on the right track with just my liquids sequences and now I don't know what to do.
Carol - Sounds good, Jenny, I also tried to show writing across the curriculum, but we had more samples. One was a "written conversation" between the child and me. It was precious!
Cindy SC - Lisa, I teach in Easley...
val - Patsi -- is it a Cinquain?
sally - what about having them use 5 spelling words in sentences?
Patrice in KY - The poem my student wrote acually came from a power lesson on rimes.
Patsi - Okay - DebbieMc just answered my question about my poem idea- I agree cookie cutterish. I like the idea of Social study writing, but it can't be from my featured ss unit right?
Oasis - Hello Kelly,
Kelly M - Hi charlotte - welcome!
DebbieMc. - Wendy, Kelly, Others--don't you think that some of these things are just details that candidates get stressed about? I mean whether the instructional materials need to include student responses, should the entry be written in past or present tense, etc.?
Laura - Katie what do you have so far
Jenny - Patsi, I used a different ss unit.
Cindy SC - Wynema, I just logged on...where do you teach?
Kathy L. - I agree Debbie,,,and I am stressed
ginger - i think it can come from your unit, Patsi.. Did it say otherwise?
lisa nc - Where is Easley
val - Patsi-- I'm using Cinquain and that's similar to what you described. You can discuss syllables, action words, adjectives... all sort of good stuff
DebbieMc. - I do think that children's writing samples should be that--not spelling words or sentences, not cookie cutter pieces or fill in the blanks. Those are important details.
TracyH(OK) - Okay, Wynema...what is your question...though I don't pretend to be an "expert!"
katie - Math content recording and in another lesson measuring liquids in various containers.con
Beth - I do however have a question about. When I went back I say two times where I was helping the childen discover something and I asked a question like what did you learn from t his and the kids made observations but I never gave them the correct answer. So... is that good or bad?
Patsi - Ginger, I thought I read somewhere that materials from one unit couldn't cross entries, but I will have to look that up.
Wynema - Tracy, in my science video (4K with magnets) the children are discovering on their own-and I go with it, they are talking with each other, but if I show all that, I only have time to show me giving out their science journals and you can tell they are used to recording in them by what they say, but I need to cut off the video before we actually see them recording in them. Is that ok for my math?
Kelly M - DebbieMc - yes...we need to keep in mind that the assessors are looking for evidence of a candidate's accomplished teaching. They do NOT take off points for spelling, grammar, or anything else. They ADD points as they find evidence....right Tracy?
DebbieD - Debbie MC I agree that these are details, but I remember how stressful they were, and how I was unable to let them go too often! I just checked my literacy entry and it switches tense depending on which part I'm in!
Cindy SC - I thought a "Lisa" mentioned that she taught at Taylors Elem in Greenville, SC...I teach in Easley,SC
Patsi - ALhtough, the cinquain could let me see if they are able to choose verbs and adjectives, but that is a little above my Kdg kids I think.
Carol - Sally, could they write about a special event in thier lives? I just went to a write traits workshop, and we brainstormed special places. I wrote about my grandma's houese. I was planning on trying it with my second graders.
Patrice in KY - ginger, somewhere it says something about the units not overapping in your portfolios...don't remember where though.. ansybody else remember this?
Wynema - my math goal is to record data by drawing a picture.
ginger - thanks, patsi, i'll look, too
sally - Am I looking to collect more journal type writing for exapmle, we write each day one example was: Write me a note giving 3 reasons I should let you go out to recess 10 minutes early?
lisa - Yes, I teach at Brook Glenn in Taylors
TracyH(OK) - Oh, you absolutely don't need to show them recording in journals...many times showing recording on the video actually stifles inquiry, because the kids get so caught up in doing it "right." I do think there should be some math evident on the video, though.
Carol - Yes, I would say journal writing would be great!
Patrice in KY - YES! Carol that would be a personal narrative
Laura - Katie are they inquiring or investigating something in your plan
Patrice in KY - or could end up being a memoir
Wynema - That is my math, it goes with a preschool state standard for math, drawing a picture to record data.
TracyH(OK) - Wynema, do you mean that if you don't show the recording, there won't be any math?
DebbieD - Patsi - a cinquain could also show if your child can write within parameters, make sense, choose words appropriate for the context, and be creative
ginger - sally, that sounds great!
Patsi - Right DebbieD, Debbie MC any comments on that ?
Carol - Sally, a book can be a good prompt. Try the book It is hard to be Good about a dog who wants to be fed, play, etc while his owners are busy. The kids wrote about a time when it was hard to be good. My literacy child wrote and drew a picture of his brother taking his last french fry!
Wynema - Well, that is my math. My math goals are representing data with graphs, and by drawing a picture.
Patrice in KY - Sally, that really would be good real world examples
Patsi - Hi AggieB!
sally - what are some other samples people are using besides journal entries for Lit. Dev.?
DebbieMc. - Patsi, I would use samples that helped address my questions or my strategies to teach the child. Does that make sense?
Wynema - We did a real graph in a previous lesson, but the discovering is so good in this video, but the only math for this lesson is recording our observations in our science journals
ginger - wynema, i forgot your topic,. Maybe we can help you come up with more math
charlotte - DebbieMc. what do you think about using a writing sample that a child did at the writing center about what she did over the weekend, a writing sample showing how she wanted a book to end, and a piece where she tells what she thinks the tooth fairy does with all those teeth. This is kdg. Am I on the right track with student work samples?
Patrice in KY - I think they want us to focus on a variety of genres
TracyH(OK) - You're in a hard place, Wynema. It might be smart to e-mail NB to ask if there has to be math evident in the video...but it just seems to me like there should.
aggieb - Hi everyone
ginger - we wrote questions for a friend in class to answer,pretended to be reporters to ask the questions,then wrote up the report like it would be in a newspaper
Patsi - yes it does DebbieMc. Thanks for "saying" that outloud.
Carol - Do you have the kids write in math? How they came up with thier answer? Quick writes to assess prior knowledge about a new topic. "Write everything you already know about measurement, weather, insects, space, etc."
Wynema - So you don't consider recording data by drawing a picture a math skill?
Jenny - I re-did my science video because I forgot to add in the math - I thought they had to see it.
TracyH(OK) - The discovery is very important...you're right about that!! Especially since it sounds like your kids are communicating with each other in the video part...you really want that, too!!
Cindy in SC - I have been disconnected twice...I wanted to say that my second graders last year wrote about Election Day, What they knew about contractions, an animal habitat, and other topics across the curriculum...
katie - Yes. My first lesson will be an observation of various liquids which I hope will generate a lot of questions. then my featured lesson will be the students finding answers to their questions, The third lesson I wanted to incorporate the recording of our findings.
sally - neat idea ginger!
Jenny - Sally - what grade?
Laura - does anyone know if the math has to be seen as well as the technology
val - Thanks Debbie! that's right! I like this Cinquain idea more and more.
Kelly M - Hi Cindy (again!) and sherri - and I missed you coming in aggie!. Goodness, we keep gaining folks! Hi June!
DebbieMc. - I am NOT an expert on literacy. I would use samples that helped show why I have the questions or used the strategies that I did. Read the entry directions and the rubric. See what NB is looking for. That should help you decide.
sally - 1st grade
Wynema - I can use my other video that has us graphing, but it's not as good because they aren't discovering on their own. This video that I like the best has one child all of a sudden showing the others how the magnets will go through paper and then I let them get up and test other things. I go with their lead. That's why it's so good.
ginger - carol, i tell them to pretend i come from Mars. Tell me how that "tens and ones" thing works?
DebbieD - The science directions talk about math in the planning and teaching section, but not in the analysis of video section. Does it make sense that the unit must have math, and you discuss it in your writing, but the video doesn't have to show the math? After all there's lots to the unit that won't be on the video.
June - Hi Kelly, It's good to be talking with you!
aggieb - Hi Kelly,,
Laura - I have a flipbook for one of my lit. pieces but found out I have to separate the pages and use only one page of the book
DebbieD - Hi aggieb - did you get your video back from me?
sherri - I show my students measuring in the video but the graphing is not on the video
Patrice in KY - I find I have chosen the writing samples that I can analyze and REALLY give evidence of what the child knows
DebbieMc. - The italicized portion before the entry is very important. make sure you read that. Then read the first paragraph of the entry. It says "ways you foster literacy", "analyze work samples..."discuss their development and outline your approach to supporting their learning".
aggieb - Yes DebbieD ,, Thanks a million
ginger - sherri, measuring is math, so you should be okay
TracyH(OK) - I didn't say that recording by drawing a picture was not a math skill. I just know from assessing that sometimes the inquiry and science communication "clams up" on the video as soon as the teacher gives out pencils or crayons or journals...
Jenny - Sally could you use a "note" that they wrote using invented spelling or a thank you to someone,
Wynema - Thanks, Tracy, and others, I guess I will have to ponder on this and decide what to do. I definitely think the video has to show the math.
DebbieMc. - That first paragraph of the entry, the italicized portion, and the rubric are very important. They're in the directions for a reason.
Laura - I'm not sure Debbie D. I haven't videoed my science/math yet because not sure what has to be shown for the 15 min.
dior - hey
sally - yes, I think I'm going to use that, but I,m also looking for other idea
val - Laura-- i wonder if you take a digital picture of the flip-book and put the photo in the context of your writing ...would that work?
dior - bvnm
Wynema - But I am hoping that just seeing that we are beginning the math will be enough to show true intergration-that's what they are looking for. And recording our observations from the lesson is very natural.
ginger - we write to pen pals and I included one of those letters
dior - jjjj
June - Someone asked about Literacy samples. I used samples from Science, journal writing, a letter to Santa, telling time. I wanted to use the entire curriculum as a focus.
Laura - Val I never thought of that
Cathy - The chart on page 33 of getting started says engaged math and science
DebbieMc. - I agree with Tracy. Not that it matters. I think she knows much more. But it doesn't say on the directions that children should be engaged in writing in the video.
TracyH(OK) - Debbie Mc is right!!
June -
Laura - NB told me I could only include one page of the flipbook as my sample which seems to negate the whole purpose of its use
DebbieMc. - We've got to get away from thinking that children are engaged when they're writing things down. That is not level 3 learning.
Laura - So I just talked about one page of the flipbook
sherri - Laura maybe you could explain the flipbook and use one page for an example
ginger - math can be discussing which one is heavier, lighter, longer, shorter, holds more, etc
Laura - Sherri, actually NB only allows us to use one page of the flipbook
aggieb - Laura why can't you take digital pictures and put them in a powerpoint slide and print at least six of them.. they will all fit on one page
ginger - my trouble is getting them to use the words when they are deep into the science.Sometimes it happens, but not too often while the camera is there
DebbieD - The videotape section of Making Good Choices (page 9) does say "show students engaged in both science and math." But I think Debbie and Tracy are right that recording the math doesn't show engagement in science and math. Maybe the discussion includes math "talk" and having them getting ready to write in math journals at the end of the video could show math, too.
Wynema - Actually, I ask them to predict what will happen when they put both magnets on the dowel, maybe that could be my math? prediction?
Laura - my other lit example is a word sort of which I took a sequence of pictures (6) and it shows the steps involved
Patsi - I know that I am a slow poke, but I am a multi tasker I have everything going at once. I am looking for feedback on how to show student impact in Entry 4.
Jill in Cincy - I am piloting entry 1 and having trouble just beginning. My students' writing samples are multiple pages(one sentence per page). Can I cut and paste them on to one sheet.
TracyH(OK) - And so many little ones seem to kind of "shut down" when they are asked to record in writing...at least, many of the very young class I have this year is that way!!
Kelly M - Hi Kelley! ...welcome! And hi to Jill in cincy!
ginger - estimating is math. i think prediction is science
June - My science entry had a 3 page discovery booklet. I reduced the 3 pages so they would fit onto one page. It worked and I passed the entry.
Jenny - Wynema, my kdg. kids kept track for sink and float using tally marks, they loved recording as they went!
DebbieD - Doesn't predicting behavior of magnets sound like science?
DebbieMc. - Think about this Wynema. Is it truly integrated if they have to stop a science activity to do a math activity?
Laura - aggieb, great idea that would then allow me to show all the pages in the flipbook wouldn't it
ginger - jill, they say not to reduce anything smaller than what 12 point would look like
TracyH(OK) - I agree with DebbieD...I think the predicting would be science.
ginger - patsi, i was working on that today. What do you need?
Patrice in KY - Wynema, my students used a laminated graph to acutally place their items on for sink and float
DebbieMc. - Prediction is a skill that can be used in most content areas.
Patsi - For instance - my accompl. is modification of district conference requirements so I conference with parents more often in different formats. So Is the impact the child's learning being strengthened because their parents are more informed and offered strategies to work with at home? How "formal" does the impact have to be? My artifact is a phone conference summary signed by the parent.
aggieb - I had to laugh at my kids, wha I had planned for math turned in to the best part of my inquiry lesson.
Patsi - Is that appropriate?
Patsi - What are strong links for student impact?
Laura - Patrice, what did they graph in sink and float I have first graders and didn't know what else they can graph
Wynema - Thank you all, I guess I have to decide if the video part is so good that I will go with it and hope for the best, or I will use the true math intergration video which isn't nearly as good for the science.
Jenny - Any suggestions for how to get started reflecting? I don't know how broad or specific to get.
DebbieMc. - Patsi, I don't think there is a formal and informal student impact. Get very specific with how each accomplishment increased student achievement.
ginger - patsi,the impact is how it helped the kid. So, if you see improvement in a certain area, list it. Does that help?
Wynema - I keep misspelling integration! Sorry
DebbieD - Patsi - have you changed any strategies or tried something new because a parent shared something about their child in a conference? Have parents worked with their children differently and you see improvement in their work as a result? Do you have more parents contributing to your classroom and improving student performance, all because of your conferences?
DebbieMc. - Jenny, I'd get very specific with reflecting.
Patrice in KY - mine put the items they chose on the chart as they tested them...through this one child discovered neutral buoyancy and put the item on the middle line!
ginger - strong links would be noticeable things, like improved attendance and improved math scores
Patsi - DebbieMC in another accompl. - Independent Learning Goals - I can cite the achievement in 12 weeks. - going from 13% letter recognition to 90%. I don't have that data for every accomplishment though.
DebbieD - Jenny I agree with Debbie Mc = reflection should be personal and specific.
ginger - cool kid, patrice
Patsi - yes to all DebbieD - how do I SHOW That?
DebbieMc. - You don't have to show data. Just be very specific.
Laura - awesome discovery for that child
ginger - i don't have that kind of data either, but i have improved test scores on chapter tests or improved Reading inventory
Patrice in KY - ginger, i was just glad i had researched water or i would not have had a clue of what tosay LOL....I never dreamed K students could discover so much!!!
DebbieMc. - I mean, data's good but some accomplishments won't lend themselves to that kind of data.
Jill in Cincy - Thanks for letting me listen in. You all have great ideas.
ginger - and they say that short kids aren't smart.......
David - Hello, In entry 1. Are the formal assessment only for the eight week period of can they go back to the beginning of the year?
DebbieD - Patsi - "because Parent A told me of her child's strong interest in sled dogs, I added books to our class library and read aloud a sled dog story to the class. Afterwards, her child sustained his attention to the sled dog books for 15 minutes, longer than he had ever looked at books before." Would something like that be possible?
DebbieMc. - You need to know how student achievement was impacted or else it won't be a significant accomplishment, will it?
Patsi - I feel like I can talk about how it is impacted them, but what is the key to really backing it up. Am I shooting for the moon here?
sherri - David they can be as long as you want. The minimum is 8 weeks.
Patrice in KY - David, some of mine go back to the first of the year.
ginger - david, i have heard that you may start your assessment from the beginning of the year or from when you start to look at the period
TracyH(OK) - Very true about reflection, Debbie Mc!! And on a related note about reflecting, you'd be surprised how many candidate reflections are purely "procedural" ... like candidates will say, "Next time I'd put the paper towels closer to the table." That kind of reflection does not show the depth of thought that NB is looking for.
DebbieMc. - Giving the specifics will be backing it up.
Patsi - Yes DebbieD - I can do that - what is my supporting documentation then?
ginger - thanks, TracyH, I'll make sure i don't do that
Patrice in KY - Tracy...guilty as charged!
David - Can formal assessments other writing samples that have been scored with a rubric?
Kelly M - Hi MG - how are you today?
MG - I'm fine, How are you?
DebbieD - Patsi - do you have conference notes with specific topics in them? Can the parent write a letter or verifciation saying that your response to the conference improved her son's interest in reading at school?
TracyH(OK) - I wasn't talking about your video, Patrice!!! I was talking about some I saw last summer when assessing.
DebbieMc. - This process is kind of like what we try to tell educators in Kentucky. The test is not about the scores. It's about proving that these children are getting the kinds of instruction they need every day. If so, the scores will show it. NBC is the same thing. It's about being able to prove that you do these things on a typical day in your classroom. If not, the scores will show it.
Patsi - I see where you are going DebbieD.
Kelly M - I'm fine, MG - can we help you?
Patrice in KY - Yes...but we did have enough water to sink the Titanic, Tracy. LOL
ginger - lesson i learned from our water measuring day....buy a mop!
MG - Yes, I have been tryin;g to finish Entry 4 today. I am stuck on the reflection. Just drawing a blank.
DebbieD - I have to go grocery shopping to make chocolate cheesecake for my sweet hubby who is spending his birthday presenting at a Boy Scout conference. I'd like to surprise him with a nice dinner, a clean house and cheesecake. He'll probably think he walked into the wrong place!
ginger - there may be 4 cups in a quart, but there were also 4 cups on the floor!
Patrice in KY - ginger...I think our carpet molded! Be thankful for tile floors!
Kelly M - Hi AJ...can we help you?
ginger - yeah, but think of the schiece you could do with that!
sherri - DebbieD sounds like my house
DebbieMc. - DebbieD, that would be the case here, too.
ginger - schiece????science!
Kelly M - DebbieD - I'm coming to your house! You always cook such great things!
Kelly M - Hi Jen - what's up?
Patrice in KY - oh ginger...you are a teacher to your toes!!
Patsi - Good Plan DebbieD. Probably a year from now that may happen in my house :0) NB is doing a number on it!
Jen - This is Jenny and I got kicked off, it won't let me sign on with the same name again.
aggieb - House cleaning is the first thing on my agenda between the portflolio and the assessment!
Jen - I had just asked if anyone had tips for writing reflection, but got kicked off before I could see if anyone answered.
DebbieD - If you all come we won't have to eat all the cheesecake ourselves! Have a good week everybody
AJ - HI, I'm aready certified, but am doing one entry to provide benchmarks. Since I'm sworn to secrecy about the entry, I thought I'd lurk to see if you were discussing anything about my entry so that I might pick up pointers.
lisa nc - iam back the power went off
TracyH(OK) - NB and housecleaning are not compatible activities!!
sherri - aggieb I promised my husband between portfolio and asssessment a clean house and a clean laundry room
ginger - okay, i have to get back to writing. My goal is to have entry 1 in working order to send to a reader by Monday or Tuesday. Thanks to all who are here. I'd be lost without ya!
aggieb - Oh, no,, I just had to laugh.. I know where you are coming from.. It just seems to be natural for us to think improving student learning!
TracyH(OK) - Bye for now, guys...someone else needs the computer!
DebbieMc. - Bye, Tracy. "See" ya later.
lisa nc - margins does the margins for the communication log have to be 1inch all the around
Patrice in KY - I need to scoot too....entry 1 calls....happy writing to all candidates!
DebbieMc. - Bye Patrice.
Jen - I will check out the archives this week and see what I missed!
aggieb - I went to a workshop today and feel the need to tweak an entry or two also!!
DebbieMc. - AJ, some people have been telling the entries they're benchmarking.
Patrice in KY - bye debbiemc have a good week
Patsi - How many formal assessments are necessary for entry 1? I know that I have to answer my questions, but doesn't anyone know of a number requirement?
Kelly M - I have to go, too. Have a good week everybody!
Patsi - Uff. Nothing is typing right today
aggieb - I have decided if ever I undertake this process again, I will take a writing coure in narrative, decriptive, and analitical writing
aggieb - analytical
AJ - Debbie, from what I interpret, we're not supposed to disclose this info. I don't know why, though.
DebbieMc. - I don't remember names or entries, A.J. I just remember people posting that they were working on benchmarks.
Carol - Debbie, I had my interview, it didn't go that well, I think. ALso only 2 positions available near me. I am not in a position to relocate
DebbieMc. - Is this "my" Robin.
Robin - yep...I'm here
Patsi - I spoke to someone in person today that is piloting a science entry. She said "oh we should get together" and I declined. That didn't seem quite right....
MG - Everyone interprets these directions differently don't they
DebbieMc. - Well, Carol. I thought I was not going to relocate either. And I really haven't. Just gone during the week.
AJ - Patsy, I don't think it matters how many formal assess. you have. Just be sure to link your questions to the assessments.
Robin - You're "my" Debbie, too!
DebbieMc. - Carol, I didn't think mine went well either. I just said what I believed.
Donna - Hi!
DebbieMc. - Thank you Robin. You're very special.
DebbieMc. - Tracy, are you still here?
Carol - My hopes now are to be put in the "pool" (of qualified candidates) for next year. I did speak from the heart.
Donna - Hi
DebbieMc. - Well, Carol, you might get a surprise.
Robin - Thank you...You're special, too!!
DebbieMc. - Hi Donna.
Robin - Donna from Grayson Co.?
aggieb - Off topic: are most of the assessors, NBC Ts?
DebbieMc. - Yes, MG. Everyone interprets the directions differently.
DebbieMc. - I would say probably not aggie. At this point there are not enough NBCTs to do that. But the assessors are very well trained, then have to "qualify" to assess by knowing their stuff.
Donna - EC_GEN banker here
Carol - Debbie, are you promised a set number of years? indefinitely? We are told a max of 3, then back to classroom (makes sense to remain fresh) yet current specialists are out of a job for next year. That is one reason why i hesitate to give up what I have.
aggieb - We have assessment training in Charlotte NC
Robin - Debbie--I've found out the conversations in the background are priceless in my video. I can't believe it when I listen...they're learning in spite of me!!
DebbieMc. - A max of 3. Year to year.
aggieb - I think some of the literacy is assessed here also
Carol - Has anyone here assessed? I think it would be incredibly difficult, yet a friend and I are considering it. (both certified)
DebbieMc. - Of course, Robin. See! I'll bet it is usable.
Donna - No, Donna from SC
DebbieMc. - I'm thinking about doing it this year, Carol. If I can find two-three weeks!
AJ - Donna, where in SC are you?
Donna - I live in Dillon a suburb of South of the Border off of I-95
DebbieMc. - Carol, I'll bet that the position you're applying for is very similar to what I do.
AJ - I live in Lancaster. Which entries/assessments are you redoing?
DebbieMc. - Hi, Brenna.
Donna - I teach near Myrtle Beach
Brenna - Hey Debbie
aggieb - Donna, I am from columbus co.. nc,, not too far from you at all
DebbieMc. - Robin, is there something that Carol and I can help you with?
Robin - Debbie-when did you get this job? Was it after you certified?
Robin - only everything!!
Carol - The closest place they are doing EC-Gen is about 4 hours from me. thinking about it. Yes, Debbie, it does sound similar. Our state has cut out many of the positions in elementary, increased middle and high.
Donna - That use to be my old stomping grounds.LOL Have relatives in Whiteville
DebbieMc. - I'm sorry. I didn't mean to exclude anybody else. It's just that Robin and I know each other.
DebbieMc. - Yes, after I certified.
Robin - ok here are my ?'s
Brenna - Whiteville, NC?
Robin - ss/arts of course
Donna - Yes
DebbieMc. - Here in Ky, it depends on the level 3 schools. No certain number of elem., middle or high.
Carol - Robin, I'm all ears! (until my husband gets home and we head out to an oyster roast.)
Brenna - I have relatives in Lake Waccamaw NC
Robin - Do the children necessarily have to be engaged in conversations with each other?
Donna - Know that very well. My cousin married in a family that has a christmas tree farm there. Powells
Robin - I am leading the discussion and they keep looking at me, but it's their conversations
Patsi - Which entry Robin?
Robin - does that make sense?
DebbieMc. - It should be whole group, Robin. One making a comment, another responding, etc.
aggieb - Breanna to you teach in for whiteville city
AJ - Yes!!!MOST DEFinately the children should be in converstation with each other, Robin,
Robin - That's what I thought
Brenna - My gramps' family is from there...the Lake.....he grew up there....My great Aunt still lives in Lake Waccamaw
Robin - and it's okay for me to clarify and redirect?
Donna - My cousins are Norma Jean Powell, Teresa Watts, and Rosemary Powell
AJ - One of the bullets expressly mentions the children's converstations. You might guide and reflect, too.
DebbieMc. - That's facilitating. To clarify a comment. Do you mean redirect as to get them back on topic?
Robin - We're going into this lesson after singing a song so I have to reset the stage
Donna - Any bankers in here?
Robin - we go into some role playing then they're ready
Brenna - I teach in Craven County...near New Bern
DebbieMc. - You mean at the beginning of the video? How long?
Robin - should I leave out the songs and role playing and pick up only the conversations
Carol - I found showing pair/share, then all listen and talk, helped--they got warmed up with thier partner, they have more to say
DebbieMc. - Donna, did you have a question? Carol and I certified under the previous entries.
Robin - well..it's a long song...of course I wouldn't have all of it ..but some and then the role playing
AJ - Supper's ready. Bye All, and Good Luck!
DebbieMc. - I'd definitely leave out the songs. Do they discuss between the role playing.
Robin - I think probably I need to just have the discussion..I can write up the rest
Robin - what do you think?
DebbieMc. - Remember, the entry is titled classroom community.
Brenna - I certified in 2000 ec/gen.....the portfolio has really changed......
Donna - I am redoing classroom community from last year and AC-Math. Any suggestions?
Robin - yes, we stop and discuss..then go on...
Carol - Pair/share is also a good way to make sure ALL students are engaged.
Robin - the problem I think is I only need to have maybe two scenarios to discuss
DebbieMc. - I hesitate to say without seeing the video, Robin.
DebbieMc. - Donna, have you videoteaped at all?
Robin - you always say that...I laugh because I can read your mind now
DebbieMc. - I would include more discussion than anything. the directions say a whole group discussion.
Robin - you know I value the tiniest bit of info. you give me
Carol - I have to go --off to an oyster roast. My NBCT friend is giving an engagement party for her oldest son.
Robin - I'll do it
DebbieMc. - I know and I'm sorry Robin. If you have good discussion and it fits the topic, I'd go with that. What do you think, Carol?
Robin - sounds fun...the oyster roast...wish I could go
Donna - yes, several. I have filmed the most during morning meeting talking about a problem. U sued pair share a couple of times but the one I think I'll use is just us in a group discussing playground behavior. I do facilitate.
Robin - my exciting life is this computer
aggieb - I thought for a moment you were at the Lake and I was going to tell you to holler out your window.
DebbieMc. - Donna, I think that a lot of it is in the write up.
Donna - LOL AGGIE
DebbieMc. - Wish I could go to an oyster roast too! That sounds fun!
Brenna - I taped a conversation of "problems" they were seeing in the classroom....they did most of the talking...I was just the "facilitator"
DebbieMc. - Robin, my exciting life is still at this computer.
Brenna - heeheeheeheeheehee Aggie!!!!!!!!!!!!! hey is it windy your way?
Carol - For community , be sure to have the children discuss something they have an interest in. A problem THEY want to see solved. Not a problem that is mainly a problem for the adults (noise for example.)Bye
Donna - I agree. Last year I taped a morning meeting and we were discussing second step a conflict resolution program with a problem we had. Only a few kids talked. The write up wasn't that great now that I look back. IT IS THE KEY
DebbieMc. - Bye, Carol. let me know about the job.
DebbieMc. - Donna, here I go again and I've got 9 here to read, but do you need somebody to read your entry for you?
Brenna - Carol is right.....it has to be a problem they see.or they really wont think it is a problem...they get more into it.....if it is "their" problem
aggieb - This entry has been my hardest entry.. I started if first and probably did the poorest job writing.. Last week I trashed all the commentary and started from scratch.. I think it is much better written now.. It seems to be a much stronger entry.. You write an you learn
DebbieMc. - Playground problems sound pretty good for kids.
Donna - In this one I start off talking about playground behavior and how to make it better. This came after an incident in which a student got a tooth knocked out.
Brenna - the community entry is my favorite.....
DebbieMc. - I'm sure the kids got into that one. Especially with the tooth being knocked out.
DebbieMc. - The literacy was mine. And it showed.
Donna - Debbie-I haven't gotten it all written up yet but yes if you have time. Let me know where and how to send it when I am ready. Thanks
DebbieMc. - Donna, do the kids do most of the talking in this?
aggieb - This entry has changed quite a bit I believe. we have to teach the social skill, social studies goal and integrate the arts..
Donna - Literacy was my strong suit both in the portfolio and the AC. I am an ex Reading Recovery teacher so I was very confident with these.
DebbieMc. - The entry has changed. But ss/arts was a doozy before. Community was really quite enjoyable and made you look at your classroom in a much deeper manner.
Brenna - it was funny to get the scores back for all the entries and see how NB really picked up on what was my weakest and my strongest areas as a teacher.....
Donna - Debbie-I start off with the question and I call on differnt ones but they take off. Most everyone shares.
Brenna - LOL..aggie....SS/Arts was my second favorite.....
DebbieMc. - I really think if the kids interact then you can show strong evidence in the write up, Donna.
Patsi - hi bruppert I was wondering if you were coming today.
DebbieMc. - Donna, do you call on the children or do the children have most of the control? I mean do they run the meeting?
DebbieMc. - Hi bruppert
Brenna - Now i am taking those "weak" areas and am trying to make them better......I guess that is the whole point of NB huh!
Donna - Did you have any artifacts for community? Last year I used a digital camera and got a copy of the chart that I was recording solutions on and also a copy of the steps for solving a problem in the second step fashion.
aggieb - I enjoyed doing the science.. I enjoyed the ss/arts also,, but it has been hard getting a handle on the clear, concise and convincing commentary
Misty - Why does my screen keep moving? I can't read what you are saying!
Patsi - Can anyone clarify "facilitiating the meeting" With my five year olds they discuss - but I wonder if I do too much.
DebbieMc. - I didn't use any artifacts for science or community.
bruppert - Hey girl, I didn't think you would be on. ( patsi)
DebbieMc. - Misty, as people post, the screen moves down.
Patsi - My meeting were over earlier than I thought so I hit the interstate and here I am!
DebbieMc. - Patsi, do you direct all the conversation? do the kids talk to each other, call on each other for responses, free to share their comments, etc.?
Misty - Thanks, I think I just figured out what I am supposed to do.
bruppert - Hey Debbie MC, how was your week? Good I hope
Brenna - Patsi..they first time I taped my lesson......my mentor didnt even watch it after the first min...she told me to SHUT UP and just ask why questions......and HOW do you think questions.......probing them that way
DebbieMc. - Pretty good.
aggieb - I have to go and get started tweaking those entries.. I will tweak until April 16
bruppert - Patsi, I am glad you are here, been thinking of you
DebbieMc. - leave a few days for it to travel, aggie.
Donna - good talking with you Aggie
Brenna - Bye aggie..nice to meet you.."neighbor"
DebbieMc. - Robin, have we answered your question?
Patsi - I will have to look at it again. It seems like I ask a question and the we go around with our "puffer" toy which signifies who gets to talk. They give their responses and ideas and sometimes work off of each other.
Robin - i had to go potty...and I think I missed it
Misty - In the SS video I am asking my students questions (how, why do you think so, etc) but they are raising their hands and talking one at a time. Is that right? I do have them talking with a partner during part of the video
Robin - how do I get the smily faces on
Brenna - I gotta go too...see ya
DebbieMc. - Missed what?
bruppert - Patsi, is that not part of the age?
Robin - I think I'll give them a talking face to pass when someone is ready to talk...what do you think
Robin - i may habe missed you answering my ?
DebbieMc. - I think that raising their hand to share is fine. Wouldn't it be kind of confusing if they all talked at once? That's showing how to function in a group.
Robin - have...oops
Patsi - I think I am asking good questions - I am not telling... and bruppert, yes it is. My K's have amazed me we can discuss for 30 minutes and not have them nuts - they really do a good job respecting each other.
bruppert - Debbie MC, got a question for you about science?
Brenna - Bye y'all
DebbieMc. - just a minute bruppert.
DebbieMc. - okay, bruppert.
bruppert - Patsi, well for me, the children being able to sit and show listening is a big step
DebbieMc. - Hit colon and then the parenthesis, Robin.
Robin - to get the yellow smiley face?
Patsi - I remember the discussion on the list about appropriateness of 15 minute discussions, my K's are really getting good at that. We practice everyday though. That is the key.
DebbieMc. - That's showing that you're teaching them group behaviors.
Robin - see the one flashing from brenna
DebbieMc. - Yes, Robin.
DebbieMc. - I think you have to have high expectations or the kids won't ever get better.
Patsi - be careful - talk softly ...
Robin - doesnt work..just get
Patsi - oops - don't try to figure that one out!
Robin - I did it!..small things matter to me!
DebbieMc. - Mine won't flash either. I keep getting bumped.
DebbieMc. - bruppert, what was your question?
Patsi - bruppert did I miss your science question
bruppert - Debbie Mc. last week you said to be aware of the difference between inquiry and discovery. well, this week I taped a lesson where the children were supposed to measure and estimate how far things went on an ice tray> WEll in reviewing the tape they got so excited in seeing the thing go down an ice tray they forgot to measure and estimate, I had great science discussion, but the kids are so loud and it is hard to hear me and the responses from the table I interview. My question is should I redo the ex periment? And show them the tape and say you guys need to do the math.
DebbieMc. - Do the directions say to incorporate math/science in the video?
Patsi - From entry 3 - p. 9 "whole class learning exp. that shows students engaged in both science and math."
bruppert - I need to check that....just a minute I have my book right here
Robin - yes they do
Patsi - that is referring to the video.
DebbieMc. - Then I would make sure that they are doing both. If the directions say integrating math and science, that's what they want to see.
Patsi - refresh my brain - where is the best place to look up the big ideas in science. I have to decide where I fit. Is in the getting started section?
Robin - My children are keeping a tally mark graph on solubles and nonsolubles..that's my math...they're also interpreting the graph...math
Susan (NC) - Better late - than never!
DebbieMc. - I wasn't being a smart alec, Bruppert. I just wanted you to see for yourself that you have to include both.
bruppert - Good girls, you did that faster than I could check thanks so back to the drawing board and getting ice trays this weekend.
DebbieMc. - Hello, Kim. Hey there buddy!
Kim - Hi everyone. I'm from NC too Susan.
Patsi - bruppert - what is an ice tray?
DebbieMc. - It used to be in the science entry directions. I'm not sure where it is now.
Susan (NC) - I finally decided on my science tape and spent the afternoon transcribing every word! Or almost.............
DebbieMc. - How old are you Patsi?
DebbieMc. - Susan, I am soo proud of you.
bruppert - Now patsi, say the truth
Patsi - Is that a loaded question? I am 33. Is she just talking about an ice cube tray?
Susan (NC) - So Debbie I hope to have something to show you soon-
DebbieMc. - I thought maybe you were too young to know what an ice tray was.
bruppert - Patsi, I can explain the ice tray thing it is really funny, I used the trays that fish is sold in and I put ice in it
DebbieMc. - I'm counting on it Susan.
Kim - Oh great. Science and math. Need some advice. Have to do mine again too. I know it says that the lesson has to be whole group but can each table be working on a separate activity dealing with the same "theme"
DebbieMc. - Kim, are they doing inquiry science or something that you assigned them to do?
Patsi - I have ice cube trays .... I've never had an ice maker....
bruppert - Yes, Patsi, probably doesn t know of the aluminum ones where you could take out the slices
DebbieMc. - I mean did they come up with their own experiments, hypotheses to test or did you say this table will do this...
Susan (NC) - When I write up the taped lesson; how much description to I need to use for each child? ie, Skippy said, blah, blah which showed_________ & stuff like that?
DebbieMc. - Susan, I would tell enough so the assessor would be able to see why you reacted, answered, etc. the way you did to that particular student. Why you grouped them the way you did, etc. Do they compliment each others strenghts, weaknesses. Did you group them for practice in a social skill, to make them more comfortable, etc.
Donna from SC - Susan-where in NC
Robin - see you all...have a great night
DebbieMc. - Did the group have the same question to test, etc.
Susan (NC) - Some of my kinders voiced blend because usually they are all talking at once!
Robin -
DebbieMc. - I'll be reading entries, Robin. Let me know if you need anything.
Susan (NC) - Robin, I live in western NC - Bryson City.
Robin - will you be online
Kim - they will be doing inquiry about how to make things move....different tables will have different objects to move
Robin - I'm in Smiths Grove, Ky
DebbieMc. - I'll be checking off and on as I write comments on entries.
Susan (NC) - Sorry, my last comment was for Donna-
Robin - I'll talk to you later then...I'll be working until late
Robin - Oh, I'm hurt
DebbieMc. - Bye, Good luck.
Robin - bye...take a break and spend some time with your hubby tonight
Patsi - Kim - are you using Evolution and Equilibrium as your big idea?
bruppert - Thanks Debbie Mc MAC<MAC
DebbieMc. - Kim, did they come up with the way to move the objects? What to move them with? How to make them move faster, slower, etc.?
DebbieMc. - We've been together all week and all day today.
Susan (NC) - I agree with Robin Debbie, you need a rest!
DebbieMc. - I'm trying to hang on til Spring Break. I had to stop on the way home yesterday and go to the doctor because I couldn't get home in time to see mine.
DebbieMc. - Why are you hurt, Robin?
DebbieMc. - Susan, Robin is one of my candidates.
DebbieMc. - Kim, does that make sense?
Kim - well they have not done it yet...i'm planning for it..we got hooked on motion after our olympic races and whysock feet slid better than shoes...i wanted to give them some things to work with at centers to discover more about motion...what should my big idea be?
DebbieMc. - I'm not sure Kim, it depends on how you address it.
Susan (NC) - Think I'll get off and start writing while I still have some energy!
DebbieMc. - Kim, then you have a chance to make it inquiry. Ask them what they want to test, what their predictions are and then see that they have the equipment to test their hypotheses.
dan - anybody still on?
DebbieMc. - Bye Susan. Let me know how it goes. Remember that you can send me stuff at work.
DebbieMc. - Yes, Dan. How can we help?
Donna from SC - godd idea Susan. I think I
Donna from SC - I'll do the same
Donna from SC - Fingers getting tired!
dan - I just completed my science entry - I did inquiry
Donna from SC - Bye everyone!
DebbieMc. - Kim, let them come up with predictions about what they think will happen. Let them choose the variables. Provide them with what they need. Then let them do the inquiry.
DebbieMc. - Bye Donna.
Susan (NC) - Bye Donna-
Patsi - DebbieMC - is it fair to say that we can't necessarily know the big idea until we see the direction that the students take the inquiry?
Susan (NC) - Debbie, I'll try typing out the transcript right now-
Kim - what if I have materials set out and have starting and stopping marks setup..and tell them they have to figure out how to get them from one place to the other without touching them? as a start?
DebbieMc. - I'm sure that you could decide before that. What is it that you want the students to know? Look at the big ideas and see where your going with your instruction.
Susan (NC) - Bye everybody! Thanks Debbie!
DebbieMc. - That's the beginnings of inquiry, Kim. And sometimes that's appropriate for early childhood.
DebbieMc. - Maybe you want them to set the starting and stopping points. Maybe they can estimate how far something will travel is they do this or this or this.
DebbieMc. - Bye Susan.
bruppert - Debbie, I was able to let my kids decide what they wanted to do with the ice tray and seeing what objects they wanted to see which would slide on ice. Then they forgot to measure , so Tues. we will do another thing similiar and I will show them they have to measure . Is that ok? Or is that too teacher directions
dan - I am looking for someone who can give feed back. I was told that on the EC bankers group people who achieved do this for retake candidates.
DebbieMc. - If they came up with their own questions, I don't think that it's too teacher directed.
DebbieMc. - dan, we do this for all candidates.
DebbieMc. - Kim, do you have some professional resources for inquiry science?
dan - That is good news.
DebbieMc. - Are you a member of the EC Gen group at yahoo?
Kim - oh yeah i forgot i teach kinders....so i like to give them a foundation but not give them all the info...oooh yeah let them set their own "goals" and predict how they should move it along...is inquiry the "big idea" alone or do i need to dig more ? No I don't have prof res for inq. science
DebbieMc. - Inquiry is not a big idea.
DebbieMc. - Would you like for me to forward you some information on inquiry science?
dan - Yes, I am a member of the EC group. I am new at this chatroom and the EC_bankers good.
Kim - I thought it was I was going by the table in our manuals on page 66. Yes I would love info.
dan - That would be great Debbie. I have an e-mail address with AOL.
DebbieMc. - In the regular EC Gen group, there are files that you can access with tips. There is also a readers list. These are NBCTs who are willing to read entries and give feedback. They won't write it but they will ask you guiding questions. The guidelines for readers is there too.
DebbieMc. - You send me an email and I will forward you some stuff. My address is crow@muhlon.com
dan - My e-mail address is DAN5311 @ aol.com
DebbieMc. - Okay, dan. Got it.
Kim - would position and motion of objects be the big idea if they "discovered" that round things move faster , lighter things move faster , etc..?
DebbieMc. - Position and motion of objects is not a big idea.
dan - Thanks I'' get off so you can continue your chat. I'm sorry if I interupted.
DebbieMc. - You didn't interrupt, Dan. We do this every Sat. afternoon to help candidates.
dan - I appreciate that. I am in Maryland and this will be by second set of retakes.
DebbieMc. - Are you on the bankers ring, Dan?
DebbieMc. - What entry (ies) are you redoing?
dan - I am not sure what the bankers ring is.
DebbieMc. - Email lkelly46@cs.com and she can subscribe you. She's the moderator for the ring. It will be helpful to you.
dan - I am taking two entries - the science and examining a child's literacy.
DebbieMc. - If you need help, Dan, there are plenty of NBCTs who are willing to support.
DebbieMc. - Kim, read the section on the big ideas in your directions. It will help you decide what your big idea is.
bruppert - Debbie, when you did your literacy entry where did you begin ? I have collected lots of data and I am giving assessments and all,but I am not sure what questions and how to answer the prompts. Do you recommend some books for guidance
Patsi - bruppert I heard Word Matters by Fountas and Pinnell had a good chapter with question ideas
DebbieMc. - I didn't use books really. I assessed my child and then came up with my questions. But the one that bugged me the most was not founded on a formal assessment. He was an excellent reader but never chose to read when given a choice of activities. So that was one of my questions and my best portfolio score. It's really got to be connected. The whole entry. And you really need to prove that you know the child.
bruppert - Patsi, can I get that on amazon.com
DebbieMc. - That you know his/her weaknesses/strenghths, likes and dislikes.
DebbieMc. - Phone call. Be right back.
Patsi - yes, bruppert I am sure they must have it, also a university library.
bruppert - DebbieMC, I was thinking I would do a home visit for the chldren I am doing and a survery for the family too
dan - Debbie, my science retake is on students discovery of the scienctific principle of sinking and floating.
Patsi - I feel pretty lost on science. I am going to hit planning hard tomorrow and hopefully something will come of it this week.
DebbieMc. - Sounds good bruppert.
DebbieMc. - Okay, Dan. Sounds good. What do they get to control?
DebbieMc. - Remember there's a difference in discovery and inquiry science.
dan - Yes, it is very student controlled. They picked the objects they wanted to test.
yellowdog - Hello All
DebbieMc. - Did they have questions or predictions before they tested?
DebbieMc. - Hello yellowdog.
DebbieMc. - When something sank or floated did they have questions that they got to investigate to further the inquiry?
dan - Yes, they were given the question to find out what ojbect floated and what object sank
Patsi - Bye everyone. Thanks so much for your help DebbieMC have a good week. Bye bruppert!
DebbieMc. - I have got to go. My husband is waiting for me. We're going out for just an hour or two.
bruppert - Let me know when and I will be in touch with you. I will send the science stuff I got from Debbie MC
yellowdog - ByePatsi
DebbieMc. - But dan, you controlled that. You told them what to do and what to investigate. Did they get to design anything on their own.
dan - Bye
DebbieMc. - Bruppert, are you going to send the science stuff to him?
bruppert - Debbie, I am going to send Patsi all the science stuff you sent me to help her OK
DebbieMc. - Would you also send it to Dan?
yellowdog - I have a science question about an idea I want to try but am not sure if it will fit the criteria
Kim - still reading....I guess I'll figure out the "big idea" before long...I appreciate all your help.
DebbieMc. - I would appreciate it so much. I have to go out and then read those entries. I just can't seem to pack everything in to two weekend days.
bruppert - I was just going to send her the stuff from PBS and NOrthwest Foundation
DebbieMc. - Kim, it could be form and function, it could be change, constancy and measurement. Or others. It depends on how you address the goals.
bruppert - I did not write down his email address
DebbieMc. - Okay, I'll send it. Thanks anyway.
DebbieMc. - I've GOT to go. Bye.
bruppert - well gotta go, I will see you guys later on
