2. Day of the Week
PLC Schedule
Monday
STEM/Organizational
Tuesday
STEM/Organizational/SST
Wednesday
Lesson Plans
Thursday
Resource share/Concerns
Third Grade Collaboration
3. Mallory, Spence
•Functional with three
homerooms
• No rotations.
Madison, Mallory,
Spence
Addition: Belhesiene,
McCruter
•Functional with four
homerooms.
•Rotate with homeroom
Mallory, McCruter,
Spence
•Functional with four
homerooms.
• Rotate based on reading
level (Sa Diego Quick
check and Reading A-Z)
Mallory/Spence
Belhesience,
McCruter
Third Grade Transitions
Addition: Ford
•Temporarily functional
with three homerooms
•No rotations
•Re-functional to four
homerooms
•Resume level rotations
8.
What curriculum standards/elements were not mastered? How do you know?
*MCC.3.NBT. 2 Fluently add and subtract within 1000 using strategies and algorithms
based on place value, properties of operations, and/or the relationships between addition
and subtraction.
How do you know? The majority of students in the 2 and 3 groups are fluently adding
and subtracting within 1000 using strategies. The 1 and 1.5 groups have not mastered
adding and subtracting within 1000 using strategies (only tens place).
Formative
Which questions were missed by at least 50% of the students?
Number 3-Subtracting (2 by 2)
Number 9-Subtracting word problem
Why: Students must regroup, while figuring out problems on 3rd grade level. Math
problems are extending past the tens place up to the thousands place.
Which question the least?
Number 7- Number form (Word)
Why: Students encountered number forms in 2nd grade. Since then, they have reviewed
and applied this skill in 3rd grade.
Math
9.
Which questions were missed by at least 50% of the
students?
Unit Assessment
Word Problems w/adding and subtracting
Why: Students have not mastered the process of
conveying their mathematical computations through
written explanation. Key words and phrases are not being
identified and put to use by the majority of students.
Which question the least?
Number 14-Expanded form
Why: Students encountered number forms in 2nd grade.
Since then, they have reviewed and applied this skill in 3rd
grade.
Math
10.
Identify the students’ misconceptions. How will student
misconceptions guide instruction?
Formative and Summative
The student’s misconception in regards to word problems is: They
are confusing the phrase “how many more” with addition
phrases and key wording.
How will student misconceptions guide instruction?
The teacher will provide more explicit instruction on word
problems and how to solve them.
Key words and key phrases will be encountered more frequently
during class sessions. Mathematical literacy will be promoted
through usage of reading strategies to better academic levels in
the subject of math.
Math
11.
What is your plan for alternative re-teaching? What instructional strategies are
you going to use to redeliver instruction in a different way from before?
The teacher will continue to teach the following standard: MCC.3.NBT. 2-Fluently add and
subtract within 1000 using strategies and algorithms based on place value, properties of
operations, and/or the relationships between addition and subtraction. The instructional
strategies that the teacher will use to reteach word problems (addition and subtraction) are
the…
C.U.B.E. method:
Circle the numbers.
Underline important words.
Box the question.
Eliminate unnecessary information
&
The U.P.S. Check:
Understand the problem.
Plan how to solve the problem.
Solve the problem.
Check your answer.
Math
13. Percentage of Student Mastery
Unit 1 Assessment Data
120%
100%
80%
Unsatisfactory (0-59)
Needs Improvement (60-69)
60%
Satisfactory (70-85)
Excellent (86-100)
40%
20%
0%
Formative 1
Unit Summative
Assessment
Reading
14.
What curriculum standards/elements were
not mastered? How do you know?
Elements
◦ Recalling various details
◦ Eliminating details
◦ Vocabulary synonyms
Accuracy
◦ Missed by over 50% of students on multiple choice
Reading
15.
Identify the students’ misconceptions. How will student
misconceptions guide instruction?
Misconceptions
◦ Recalling various details: students could not recall one specific detail
out of many
◦ Eliminating details: students could not identify false detail
◦ Vocabulary definition: students could not define vocabulary word or
choose synonym
Guide Instruction
◦ Basic “W” questions will be reinforced.
◦ Spiraling analogies and inferences.
◦ Focus on context clues.
Reading
16.
What is your plan for alternative re-teaching? What
instructional strategies are you going to use to redeliver
instruction in a different way from before?
◦
◦
◦
◦
◦
Whole Group
Mini lessons that focus on comprehension
Incorporating more non-fiction text
Assign “Peanut Butter-Jelly” partners
Comprehension question on nightly reading log
Weekly vocabulary word
Small Group
◦ Additional reading/comprehension workstation
◦
◦
◦
◦
Increase Partner Read opportunities
Increase detail/”W” question check
Vocabulary workstation
Technology workstation
Reading
17.
What teacher factors contributed to our
results? (ex: frequency of strategy
use, level of strategy
implementation, modeling, feedback, etc.)
Time constraints
Timely feedback
Overly independent workstations
Test formatting
Reading
18.
What type of instructional support do you
need to help students master the content
going forward?
◦ Additional time for collaboration with SP.ED and
support teachers
◦ Small grouping support from Ms. Campbell
◦ Collaboration with media specialist
◦ Core Six observation/modeling
Reading
