Words Their Way Middle School Collaborative Group Agenda 2fnotes 2016-2017

Collaborative
(Meeting #31 of 32) MAY 2/MAY 4, 2017

Team Meeting A.M. Kelli Bonar’s Room @ Ed Stone
P.M. Amy Drew’s Room @ Ed Stone
A.M. Notes in RED / P.M. Notes in

Facilitator: Susan Sarah BLUE
A.M. Team (Thursday @ 6:30 am, Kelli’s Room) = Susan, Kelli, Danyle, and Jaydon
Attendees: P.M. Team (Tuesday @ 3:30 pm, Amy’s Room) = Sarah, Aaron, Stacy, Shawn & Amy
Please bring: Chromebook, pencil/pen, highlighter, WTW With Struggling Students book, WTW Data Sheet
Agenda Items:
Topic Presenter Time Notes/Minutes
Allotted
Warm Up 5 min Gripe or Celebrate (5 minutes only!)
1 min OUR NORMS:

1. Keep to the agenda
Team Norms 2. Be punctual and prepared. (Start and end on time.)
3. Keep cell phones off.
4. Follow up actions that are assigned to you .
5. Bring positive attitudes and be ready to share.
“SPRING” 25 min Input all of your student scores into the spreadsheet:
Spelling CLICK HERE → TEAM CLASS COMPOSITE
Inventory
Results!
Reflecting on 25 min When you finish inputting your student scores, complete the
the year Fall-Winter-Spring REFLECTION SURVEY
(F-W-S)
*Every team member needs to complete this survey this week, please!
NEXT STEPS 4 min Future Meeting Topics & Other Information:

→ May 9 (PM) / May 11 (AM)
*discuss REFLECTION SURVEY
*Any questions, concerns, successes) from F-W-S!
Collaborative
(Meeting #29 of 32) APRIL 11/APRIL 13, 2017

Facilitator: Susan Aaron BLUE
A.M. Team (Thursday @ 6:30 am, Kelli’s Room) =April 13, Susan, Kelli, Danyle, Jaydon, April 20
Susan, Kelli, Danyle
Attendees: P.M. Team (Tuesday @ 3:30 pm, Amy’s Room) = Shawn, Aaron, Stacy, Sarah, Amy
Agenda Items:
Allotted
1 min OUR NORMS:

BOOK STUDY All 25 min CHAPTER 7: Word-Specific Vocabulary Instruction (pg. 201-234)
*time to read All team members take 20 minutes to read the entire chapter...it’s
really good & it’d be beneficial to read it all!
BOOK STUDY All 25 min *Jot your 3 “big ideas” below

*reflect & write 4 major factors used during direct vocab instruction: what students
you have, what words you plan to teach, instructional goals, activities
that you will use.
3 level framework: deep knowledge, foot in the door, words not to
teach.
Deep knowledge words-need to know
Foot in the door-need to know words that you are teaching for the
subject that is being taught
Words not to teach-words they already know not important for the
subject.
Process of choosing, organizing and prioritizing (can go in any order,
just a guideline)
This is the process how one would teach, looks very similar to the
gradual release model.
Activities for vocabulary used before, during and after, there is a chart
some of the activities to be used.
We will the spring inventory test on Monday.
Aaron- 1) There are 7 critical questions for vocabulary instruction; which
vocab word to teach, how much time for each one, when should I teach
them in the lesson progression, what is the student's background
knowledge, how should I teach the words, what do I want the students to
know about each word, how can I bring about enthusiasm for the vocab
words.
2)The Three-Level framework states that all words fall into either deep
knowledge words, foot in the door words, and words not to teach. Words
not to teach would be words that students already know(makes sense),
foot in the door words would be words that you only know to need enough
to make the reading sense, and deep knowledge words would include
words that would be mission critical to understanding the readings or
words that are high frequency across many contents.
3)There are five steps in the process of choosing,organizing, and

prioritizing vocabulary and they are; 1) ID lesson goals;2)select words that
students will need to know to achieve your goals;3) chunk related
concepts into groups; 4) Decide if vocab words need to be learned first or
would be attempted after the students have context of the subject; 5)
What specific items do students need to know about the vocab words.
NEXT STEPS 1 min APRIL 25/27 Meeting - Amy wants everyone to look at the
VOCAB PLANNER from UNI!
Future Meeting Topics & Other Information:

Make sure you mark these dates on your calendar:
April 25 (PM) / 27 (AM) *give “Spring” inventory, discuss next week!
May 2 (PM) / May 4 (AM) *discuss "Spring" inventory results!
May 9 (PM) / May 11 (AM) *reflect on growth from F-W-S!
Groups will meet each week except for the week of March 13-17.
● April: PM meet April 4, 11, 25 / A
M meet April 6, 20, 27
● Finish by week of May 8-12!
Anything else that anyone wants to add to our agenda?

Questions? Concerns?
Collaborative
(Meeting #28 of 32) APRIL 4/6, 2017

Facilitator: Susan Amy BLUE
A.M. Team (Thursday @ 6:30 am, Kelli’s Room) = Kelli, Susan, Danyle
Attendees: P.M. Team (Tuesday @ 3:30 pm, Amy’s Room) = Jaydon, Stacy, Sarah, Aaron, Shawn
Agenda Items:
Allotted
1 min OUR NORMS:

BOOK STUDY All 20 min CHAPTER 6: Generative Vocabulary Instruction

*time to read All team members take 20 minutes to silently read their part!
*Jot down your 3 BIG IDEAS!
Stacy - 161-167 Danyle - 161-173
Amy - 168-175 Kelli - 174-186
Aaron - 1 76-182 Susan - 187-200
Sarah - 1 83-190
Shawn - 191-195
Jaydon - 196-200
BOOK STUDY All 20 min PM/AM Group: CHAPTER 6 Jigsaw (pgs. 161-200)
*time to discuss *Jot your 3 “big ideas” below
Stacy - “phone # syndrome”...same with vocab...memorizing doesn’t
work! Use vocab in direct instruction, Greek/Latin Roots, over 60%
of vocab come from Latin/Greek, 90% of science words!!
Amy - VOCAB PLANNER...TRY THIS!!
Jaydon - pg 196 - Roots develop from prefix→ suffix → latin/greek
roots,
Aaron - Emphasize the ROOT of words, use gradual release “Teacher
talking, teacher thinking”...that isn’t the point in teaching,
CONSISTENT language!
Sarah - Vocab notebook (great idea to keep words & definition),
vocab games to support roots/affixes/latin & greek
Shawn - More vocab games,
Danyle - Most words come from Greek and Latin. Morphemic

decoding unknown words. Teachers need to help students understand
what words come from. Teachers need to call root words by one
consistent name so the students do not get confused. Focus on one
feature of word at a time to help students understand how to write it.
Focus on that feature until the students understand it.
Kelli- Morphemic Analysis procedure includes getting context clues to
figure out what an unfamiliar word means, taking apart words to get
meaning, commonalities of word parts, reassembling the words, look
up in the dictionary, think of a way to remember words. Using the
gradual release way of thinking. Vocabulary notebooks are a good
way to keep words and definitions organized.
Susan-Root trees, root webs, games Jeopardy teaching using vocab.
Phobia game, the next few pages are appendix of prefixes, suffixes
greek roots, latin roots, affixes and roots.


Collaborative
(Meeting #27 of 32) MARCH 28/30, 2017

A.M. Team (Thursday @ 6:30 am, Kelli’s Room) = Kelli, Danyle, and Susan
Attendees: P.M. Team (Tuesday @ 3:30 pm, Amy’s Room) = Shawn, Aaron, Stacy, Sarah
Agenda Items:
Allotted
1 min OUR NORMS:

Reflect on your 20 min What does your daily routine look like? If you swap groups, discuss
WTW routine how the day-to-day is going.
Stacy - My students have a clear routine, they know the expectations
and my associates are really involved in helping me differentiate the
instruction.
Shawn - Since I teach science I have modified the routine to work
with my content-specific science terms. We have a set routine we use
at the beginning of my units. It’s been a really great way to start of the
unit and build their vocab!
Amy - I’ve been working in a 7th grade Fusion class establishing a
routine with the teacher & co-teacher. It’s been great! The students
scored extremely low on their spelling inventory, so I was glad the
teacher was willing to try WTW!
Susan, Kelli, and Danyle-Our students are on a routine. We switch to
groups on Mon, Wed, and Friday. On Tuesday and Thursday the
students still sort and work on their words we just don’t switch. We
have been looking at the spelling test data and am thinking that certain
groups need to to work on sorts for 2 weeks instead of 1 week.
WTW Next How can we be proactive for next year? What needs to happen at the
Year beginning of the school year so we are prepared?
Amy - I am concerned if we will have Fusion next year at Stone. How
are we going to support our struggling readers who do NOT have
reading IEP’s? Mathes can only take approx. 10 students per grade
level for intervention.
Stacy - We need to make sure we give the Spelling Inventory right
when school starts so we can make groups/rotations.
Sarah - Next year I will use WTW with all my 6th grade students. I’m
still not sure if I should use it with 7th/8th grade, they tend to be more
“comprehension” concerns.
Susan, Kelli, and Danyle-All 3 of us are planning on using Words
Their Way next year. We like the groups and they might be more
accepting with other students if we start this at the beginning of the
year. Have the students keep their spelling grade so they can self
monitor.


Next Meeting→ All 20 min CHAPTER 6: Generative Vocabulary Instruction
BOOK STUDY All team members take 20 minutes to silently read their part!
*time to read *Jot down your 3 BIG IDEAS!
Stacy - 161-168 Danyle - 161-170
Amy - 169-176 Kelli - 171-180
Aaron - 1 77-184 Susan - 181-190
Sarah - 1 85-192 Jaydon - 191-200
Shawn - 193-200
*time to discuss *Jot your 3 “big ideas” below
Collaborative
(Meeting #26 of 32) MARCH 21/23, 2017

A.M. Team (Thursday @ 6:30 am, Kelli’s Room) = Susan, Kelli, Jaydon, Danyle
Attendees: P.M. Team (Tuesday @ 3:30 pm, Amy’s Room) = Shawn, Aaron, Sarah, Stacy
Agenda Items:
Allotted
1 min OUR NORMS:

BOOK STUDY All 20 min CHAPTER 6: Generative Vocabulary Instruction

*time to read All team members take 20 minutes to silently read their part!
*Jot down your 3 BIG IDEAS!
*time to discuss *Type your “3 Big Ideas” below.
Stacy - (pg. 125-131) In the area of Syllables and Affixes Stage the
first big idea is reading in the intermediate stage. Struggling
reading at this stage have difficulty in the area of fluency. They
may be struggling with decoding and storing unknown
multisyllabic words. The next big idea is writing in the
intermediate stage. Just like in fluency may continue to be an issue
in writing. This may reflect in their length of written pieces,
limited word choice, and lack of voice. The third big idea is
spelling in the intermediate stage They need to understand where
syllable and morphemic break occur so they can use that
information to quickly and accurately “chunk” words for reading
and spelling.
Amy - (pg. 132-138)
#1 - Syllables are so important for students who struggle with
reading/spelling/writing. The syllables help them break words into
recognizable chunks (pilot VCV vs. rabbit VCCV)
#2 - Compound words are an easy way to get started with syllables
since they are made of one-syllable words (down-hill)
#3 - Inflected Endings are suffixes added to mark tense/# (ex. -s, -ed,
-ing). Kids use these endings when talking, but seem to neglect them
when writing. These sorts will address this area they need to improve.
Aaron - (pg. 139-144)
Big Idea #1: There exists a difference between VC-CCV versus
VCC-CV sorts. The major difference appears to be that in VCC/CV
the student divides after a consonant blend or a consonant digraph
(pump/ kin, part/ ner, sand/wich.) In a VC/CCV the student divides
before a consonant blend or a consonant digraph(hun/dred).
Big Idea # 2: There are the “Big 4” rules for students to use to
determine syllable stress. The accented syllable often has a long vowel
sound- like sailor. Pre/suffixes are almost never accented(re-new,
brave-ly). Most two syllable words are accented on the first syllable,
such as “balance”. The final rule is that syllables with a schwa are not
accented regardless of the pattern, such as foun-tain.
Big Idea #3: Apply the WTW formula to the above knowledge, and
keep it simple. Rather than have students memorize “ the Big 4” rules
in determining syllables, stress students being able to practice looking
for patterns. Have students look for “doubles” or “doubling” . Show
the students multiple examples of VC-CCV versus VC/CCV and see if
they can arrive to some thoughts about what makes the patterns
different.
Sarah - (pg. 145-151):
Big Idea #1is ODDBALLS: Oddballs are important for 2 reasons:
they are memorable and they force your students to really think
about the sounds and patterns. Sometimes what appears to be an
oddball is actually a new pattern!
Idea #2: TEACHER -DIRECTED CLOSED SORT:
The goal of the closed sorting procedure is to emphasize
similarities and differences among targeted features.The
procedure is to demonstrate, sort, check, and then reflect.
Idea #3 Open Sort: Open sorts demand a high level of thinking
and can be included in your study once students are familiar with
sorting and do not require explicit instruction!
Idea # 4 Writing Sort: Writing sorts provide children with the
opportunity to apply their word study work to their writing. They
can be done independently or in groups with teacher support.
Idea #5 Blind Writing Sort: A blind writing sort can only be done
after students have had the opportunity to practice the features
for the week. You may need to model a blind sort first, but
students can work in pairs well to do this activity.
Shawn - (pg. 152-159)
Danyle - (pg. 125-133) Big Idea #1-Reading, Writing, & Spelling

Characteristics: In the intermediate grades is when the emphasis
is being changed to reading and comprehending a text book. The
students in the intermediate grades are focusing more on
understanding the information that they are reading and less time
on decoding the words.
Big Idea #2: Reading in the Intermediate Stage: Students are
usually reading at 140 to 200 words per minute. Most students at
this stage would prefer to read silently then aloud. Struggling
readers in this area still have difficulty with fluency when reading.
Students will struggle with decoding and storing unknown words.
Big Idea #3: Writing: Most students at this stage are very
confident in their writing and only pause to think about what to
write next. For students who struggle with reading, writing will
be a struggle for them as well. The students will stick with simple
words that are easy for them to spell.
Big Idea#4: Spelling: At this stage students are syllable and affix
spellers.
Kelli - (pg. 134-142) Big Idea #1- Compound Words - Are made
up of familiar one syllable words. They are used as a way to
introduce student to multisyllabic words and teachers should
discuss what is meant by a syllable with your students and
practice identifying syllables. Students then determine the
number of syllables are in a word.
Big Idea #2- Inflectional endings are suffixes added to a word as
grammatical markers to indicate past tense or number without
changing the overall meaning or part of speech. Students are
familiar with these endings as they have been using them for
years. Focus needs to be on how to spell . When teaching this
skill start with “No change and e-drop” Have students underline
base words and focus on the vowel patterns along with the vowel
sounds. Then study when words are doubled versus when they
stay the same or have an “e” dropped. Ask students 3 questions:
Does the word have one syllable , does the word have one vowel
and does the word end with one consonant and if there i s yes to
all three then final consonant should be doubled. If the answer is
no then the consonant should not be doubled. Ask your students to
finid categories in which there is no change before adding “ing”.
Susan - (pg. 143-150) How to teach the Schwa, teaching affixes
(prefixes and suffixes).
Oddball should be incorporated. They are memorable and they
force students to really think about the sounds and patterns.
Closed sorts emhasize similarities and differences among targeted
lessons. Great to use when new concepts are introduced and
scaolding is needed.
Procedure:
*Demonstrate- teach the lesson
*Sort-Student sort by headings, teacher checks, and discuss what
problems they had and reteach if necessary.
Open sort
*Introduce-teach the lesson
*Sort-Sort by headings and guide them by asking them questions
of how are the words the same, how are they different, do they
sound the same or different.
*Reflect- Have students discuss with each other how they sorted
them and why they put them under the heading they did.
*Extend- Putting the words they learned into schema this would
be our BINGO cards and different activities using their words.
Writing sort-
*Demonstrate
*Sort
*Check
*Reflect
Jaydon - (pg. 151-159) This section starts out with the teacher
starting her students out with blind sorts, this is allowing the
students to have an activity that acts like a version of a game
called Taboo. Reflection is key in this process. In every category,
the students need to review them over and over again to become
familiar with the columns. Just like with any assessment, there
are strategies that can help our students. Decoding can be difficult
for many students, however, their is a strategy called “cover and
connect”. Basically it's helping the students to be able to break off
the prefixes and suffixes to help them immediately find the base
word within the whole word. With in the whole process of
decoding comes word analysis, students need to have a complete
package in order to understand the words at which they are given.
If the students aren't given these strategies they tend to struggle
with reading comprehension and word recognition. Use the chart
on page 155 to help students with tough two syllable words. On
pages 156-159- are games that were produced to help the students
find strategies and skills that help them break words apart and
increases their background knowledge. Kids love games and it
provides these students with practice and support.


Collaborative (Meeting #25 of 32) MARCH 7/9, 2017

Facilitator: Susan Amy A.M. Notes in RED / P.M. Notes in BLUE
A.M. Team (Thursday @ 6:30 am, Kelli’s Room) = Kelli, Danyle, Susan
Attendees: P.M. Team (Tuesday @ 3:30 pm, Stacy’s Room) = Shawn, Aaron, Stacy
Agenda Items:
Allotted
1 min OUR NORMS:

WORD SORT 15 min Amy made posters for each type of Words Sort (Speed Sort,
Posters Blind Sort, Writing Sort, etc.)
(Directions)
Take a look:
https://docs.google.com/document/d/1t_8JLDIItIOB4bQtzGo9d
h6LE8NkrEutpvZtcwKalKg/edit
Has anyone printed them? How are they working for associates?
If anyone needs to make a colored set, print now!

BOOK STUDY All 35 min AM Group: Finish CHAPTER 4 (pgs. 93-124)
*Share your “3 Big Ideas” with the team next week.
Discussed our WTW grouping and how that is working. We are
going to follow the schedule that Amy shared with us for the week.
We will switch on Monday, Wed, and Friday. On Tues and
Thursday and our students will stay in our rooms and do the
Tuesday and Thursday activities. We made a spreadsheet to put the
spelling test grades in for all to see. We have been using Spelling
City and Quizizz.com/admin with the students. We have been letting
them explore this website and learn more about it.
We are going to share our lesson plans to know what page everyone
is on for the upcoming weeks. This week things have been running
smoothly. The most important thing is to have them do sorts
everyday.
PM Group went to the Round Table with Mr. Coen


Collaborative (Meeting #24 of 32) February 28/March 2, 2017

A.M. Team (Thursday @ 6:30 am, Kelli’s Room) = Susan, Kelli, Danyle
P.M. Team (Tuesday @ 3:30 pm, Stacy’s Room) = Stacy, Sarah, Aaron *Shawn @ Corse After School
Attendees: Program
Agenda Items:
Allotted
Team Norms 1 min OUR NORMS:

32. Be punctual and prepared. (Start and end on time.)
Flex/Split AM Group - Discuss how it’s going! What is working well? What
Groups isn’t working?
PM Group - Amy share what the AM group started! So cool!

AM team is splitting their students during 2nd period.
Words Their Way Split ← click here
● Really nice to see that the students are going to the room
where they need the help! “Flex grouping”
● When do the students sort (speed sort, blind sort)? What is the
weekly routine all groups use? Amy will send reminder email
right now so the teachers & associates know to sort! If anyone
wants Amy to train the associates on how to do the sorts,
please email her!
● We printed mini posters, mounted them, and laminated them
to hang in our room.
BOOK STUDY All 50 min CHAPTER 4: Within Word Pattern Stage (pgs. 93-124)
*Share your “3 Big Ideas” with the team next week.
Shawn (pages 93-98) - 1.) “contracted” independent work. This is a

great strategy, I think, for routine and for accountability.
2.) CAN SOMEONE SAY: “GRADUAL RELEASE?” I am finding
this to be an important piece of quality instruction. Do you guys find
yourself saying, “they’ll never get this” when it comes to ‘higher order
thinking and deep processing? I do. But I am trying to trust that if I
believe they can get there, with hard work and using strategies that
have been proven to work, it IS possible.
3.) The transitional stages of reading, writing, and spelling are
important stages that serve as bridges between the beginning stages of
(reading, writing, spelling), and when handled with wisdom and
connected with clear goals can help students move on to become
fluent readers, writers and spellers. :)
Aaron (pages 99-104) -

1) Teachers should place students in a spelling sequence based on
where they scored on their latest inventories. Placement should be
flexible and mobile, based on daily student performance. Keep an eye
on the ball- teach students where they are at developmentally.
2) The suggested sequence for within word patterns is;

e-patterns(cat-cake), simple( cake-car)r, long vowel patterns(pig-bike),
long r controlled(bed-fern), complex constant units(knife-wren-gnat),
diphthongs/ambiguous vowels( cat-salt-saw)
3) A graphic organizer can be used as a tool to help students connect
old patterns with new patterns. For example, figure 4.10 shows short
a(cat), r-controlled a (car), transitions to CVCe (cake), long a (rain),
CVV(tray). Once a discovery is made, new life will begin in the
pattern sphere.
Sarah (pages 105-110) -
1. 8 Features for “Within Word” Patterns (long vowel with the
e-marker, simple r-controlled, etc.), CVC/CVCe/CVrC
2. High frequency phonograms (ex. ab, ear, ice, oat, ub)
3. Is there enough time spent on SHORT VOWELS or do
teachers rush into LONG VOWELS?
Stacy (pages 111-116) - 1. Oddballs-During within words pattern
stage the word oddball will be used a lot. Do not skip them or leave
them out. They are just as important. Often times they are high
frequency words. Word Study activities within the word pattern
stage 2. Teacher-Directed Closed Sort- This will occur on the first day
of the sort. It is crucial to go over the spelling rules. See page 113. 3.
Open Sort- This will occur on day two. This is not mandatory but if
the student is able to higher level of thinking it will help them to
understand the sort more clearly. 3. Writing Sorts- This will occur the
day before the spelling test. This allows students to apply their word
knowledge to writing. They will also be able to make a connection
categorizing sounds and patterns. This will also be a good indication if
they have learned the spelling rules and what areas to practice further.
Amy (pages 117-124) - {1} Blind Writing Sort - done after students
have had lots of time to sort/practice, excellent way to see if students
are learning the features they are studying! {2}Manipulation - to help
students segment & blend words, emphasizes spelling patterns,
Elkonin boxes, page 119, help students separate the distinct sounds
{3} Struggling readers get bogged down with middles of words AND
memorizing high-frequency words, page 120-124 has game ideas to
help like sentence Bingo/homophone rummy/jeopardy
Jaydon (pages 93-101) - This section talks about word patterns, its
starts out by comparing the three options of CVCe, CVVC and CVV.
As it says in the book, to become a fluent reader students need to be

able to see patterns and be able to chunk words. As students read more
they will start to have higher word knowledge and it will help them
with fluency and comprehension of the text.
All readers go through a process called transitional stages, during this

process they will go through the three stages of reading transition,
writing transition and spelling transition. It explains these three stages
on pages 96 and 97.
On pages 99-101 it talks about word patterns- this goes back to the
beginning of the chapter where it was focused on the three options of
CVC, it reinforces these to help the students become proficient in
developing word patterns to help them become fluent readers.
Susan (pages 102-108) -

A progression of vowel patterns is given. They discuss the features
for study within word patterns.
*Long vowels with the e-marker using pictures for sorting is an easy
way to address sound differences with your students. When working
with words have your students change plan to plane, plane to mane,
and mane to man.
Simple r-controlled and schwa-r vowel patterns
The r-controlled vowel provides a distinct wound contrast to the long
vowel.
Once the students understand the e-marker and simple r-controlled
vowel patterns then moving onto long vowel patterns, and move onto
CVC short vowels and CVCe long vowel patterns
Long r-Controlled patterns
This will help students with much review. The more experience
students have reading and writing words with these patterns, the more
confident they will be while using them.
Kelli (pages 109-116) -Discussion about homophones and
homographs will show up and need explained to the kids. The
oddballs are important to learn and you should not avoid them . These
words are sometimes high frequency words. There was discussion
about directed closed sort Open sorts and writing sorts.The directed
closed sort is when you explicitly set up and compare sound and
pattern categories and then lead students to see the differences and
similarities. The open sort is not mandatory but if the student is able
to higher level of thinking it will help them have a better
understanding of the sort. The writing Sort occurs the day before the
spelling test. This allows students to practice and apply their word
knowledge to writing. It will show what they have learned and give
them practice in writing the word prior to being tested.
Danyle (pages 117-124) -


Note to Self (Amy): Next week, show the PM team how the AM team is splitting their students during 2nd
period. Words Their Way Split ← click here
Collaborative (Meeting #23 of 32) February 21/23, 2017

Attendees: P.M. Team (Tuesday @ 3:30 pm, Stacy’s Room) = Sarah, Stacy, Shawn, Aaron *independent book study
Agenda Items:
Allotted

BOOK STUDY All 50 min CHAPTER 4: Within Word Pattern Stage (pgs. 93-124)
*Take this time to read your section of chapter 4, take notes and
come up with “3 Big Ideas” to share with the team next week.
*Aaron & Shawn - please put your 3 big ideas below for us to
discuss next week.
Shawn (pages 93-98) -

Aaron (pages 99-104) -
Sarah (pages 105-110) -
Stacy (pages 111-116) - 1. Oddballs-During within words pattern
stage the word oddball will be used a lot. Do not skip them or leave
them out. They are just as important. Often times they are high
frequency words. Word Study activities within the word pattern
stage 2. Teacher-Directed Closed Sort- This will occur on the first day
of the sort. It is crucial to go over the spelling rules. See page 113. 3.
Open Sort- This will occur on day two. This is not mandatory but if
the student is able to higher level of thinking it will help them to
understand the sort more clearly. 3. Writing Sorts- This will occur the
day before the spelling test. This allows students to apply their word
knowledge to writing. They will also be able to make a connection
categorizing sounds and patterns. This will also be a good indication if
they have learned the spelling rules and what areas to practice further.
Amy (pages 117-124) - {1} Blind Writing Sort - done after students
have had lots of time to sort/practice, excellent way to see if students
are learning the features they are studying! {2}Manipulation - to help
students segment & blend words, emphasizes spelling patterns,
Elkonin boxes, page 119, help students separate the distinct sounds
{3} Struggling readers get bogged down with middles of words AND
memorizing high-frequency words, page 120-124 has game ideas to
help like sentence Bingo/homophone rummy/jeopardy
Aaron(pages 99-104)
1) Teachers should place students in a spelling sequence based on
where they scored on their latest inventories. Placement should be
flexible and mobile, based on daily student performance. Keep an eye
on the ball- teach students where they are at developmentally.
2) The suggested sequence for within word patterns is;

e-patterns(cat-cake), simple( cake-car)r, long vowel patterns(pig-bike),
long r controlled(bed-fern), complex constant units(knife-wren-gnat),
diphthongs/ambiguous vowels( cat-salt-saw)
3) A graphic organizer can be used as a tool to help students connect

old patterns with new patterns. For example, figure 4.10 shows short
a(cat), r-controlled a (car), transitions to CVCe (cake), long a (rain),
CVV(tray). Once a discovery is made, new life will begin in the
pattern sphere.
Jaydon (pages 93-101) - This section talks about word patterns, its
starts out by comparing the three options of CVCe, CVVC and CVV.
As it says in the book, to become a fluent reader students need to be

able to see patterns and be able to chunk words. As students read more
they will start to have higher word knowledge and it will help them
with fluency and comprehension of the text.
All readers go through a process called transitional stages, during this

process they will go through the three stages of reading transition,
writing transition and spelling transition. It explains these three stages
on pages 96 and 97.
On pages 99-101 it talks about word patterns- this goes back to the
beginning of the chapter where it was focused on the three options of
CVC, it reinforces these to help the students become proficient in
developing word patterns to help them become fluent readers.
Susan (pages 102-108) -

Kelli (pages 109-116) -
Danyle (pages 117-124) -



A.M. Team (Thursday @ 6:30 am, Kelli’s Room) = Susan, Kelli, Jaydon, Danyle
P.M. Team (Tuesday @ 3:30 pm, Stacy’s Room) = Stacy, Sarah
Attendees: *Shawn-after school program at Corse/Aaron-basketball
Agenda Items:
Allotted

SPELLING All 50 min REFLECTIVE CONVERSATION:

INVENTORY
PART 1: Everyone share & explain their students WINTER scores
on our Collaborative Composite sheet:
(display on SmartBoard for all to see Fall to Winter Scores)
https://docs.google.com/document/d/1koxBvJd_qfXU2G_vDbAGkjB
mvftAd6niyIM38YrKn3g/edit
PART 2: Everyone will look through the Survey results & discuss
what you notice based off the responses
*Susan will have a paper copy for all AM team members
We looked at 3 siblings and noticed that 2 of them are close to the

same reading level but one of the relatives is still in the pictures.
The students that aren’t making the gains aren’t learning the process
they are memorizing
Kelli’s students use Unique, which pushes vocabulary and Words
Their Way.

Next week we will return to our book study, chapter 4.



Facilitator: Amy/Susan A.M. Notes in RED / P.M. Notes in BLUE
A.M. Team (Thursday @ 6:30 am, Kelli’s Room) = Susan, Kelli, and Danyle
P.M. Team (Tuesday @ 3:30 pm, Stacy’s Room) = Sarah & Stacy
Attendees: *Shawn-after school program at Corse/Aaron-basketball
Agenda Items:
Allotted

SPELLING All 50 min ½ of the team has not completed the
INVENTORY
Collaborative Composite Sheet &
Reflection Survey. Please complete during
this meeting.
We discussed with Kelli about using words from Unique to make

sorts. The students use their Unique words and do activities in their
notebooks almost like the tic tac toe activities.
PART 1: Everyone needs to mark their students WINTER scores on
our Collaborative Composite sheet:
(click here to access it! Use BLUE)
PART 2: Everyone will take the remaining time to complete the Fall
to Winter: Reflection Survey
Click here to complete, we will discuss the survey next week:
https://docs.google.com/a/gapps.bcsds.org/forms/d/e/1FAIpQLScM7I
kV0spOVgOzOcaV2fWUL1CwMnSdRBp9PNaTk66ZDAx0cg/viewf
orm

January 31 (PM) / February 2 * "winter" inventory results!
February 7 (PM) / February 9 (AM) *discuss “winter survey!
February 21 (PM) / 23 (AM) * bring weekly test scores to discuss
March 21 (PM) / 23 (AM) *bring weekly test scores to discuss
April 25 (PM) / 27 (AM) *give inventory, discuss next week!
May 2 (PM) / May 4 (AM) *discuss "spring" inventory results!
May 23 (PM) / 25 (AM) *bring weekly test scores to discuss

Collaborative (Meeting #20 of 32) January 31/February 2, 2017

Facilitator: Amy / Susan A.M. Notes in RED / P.M. Notes in BLUE
A.M. Team (Thursday @ 6:30 am, Kelli’s Room) = Kelli, Danyle, and Susan
P.M. Team (Tuesday @ 3:30 pm, Stacy’s Room) = Sarah, Stacy
Attendees: *Shawn-after school program mtg/Aaron-basketball
Agenda Items:
Allotted

SPELLING All 50 min PART 1: Everyone needs to take 10 minutes to mark their students
INVENTORY WINTER scores on our Collaborative Composite sheet:
(click here to access it! Use BLUE)
*Shawn & Aaron, you will need to mark your students
PART 2: Everyone will take the remaining time to complete the Fall
to Winter: Reflection Survey
Click here to complete, we will discuss the survey next week:
https://docs.google.com/a/gapps.bcsds.org/forms/d/e/1FAIpQLScM7I
kV0spOVgOzOcaV2fWUL1CwMnSdRBp9PNaTk66ZDAx0cg/viewf
orm

January 31 (PM) / February 2 * "winter" inventory results!
February 7 (PM) / February 9 (AM) *discuss “winter survey!

Collaborative (Meeting #19 of 32) January 24/26, 2017

Facilitator: Sarah / Susan A.M. Notes in RED / P.M. Notes in BLUE
A.M. Team (Thursday @ 6:30 am, Kelli’s Room) = Susan, Danyle, Kelli, and Jaydon
Attendees: P.M. Team (Tuesday @ 3:30 pm, Stacy’s Room) = Sarah, Stacy, Shawn
Agenda Items:
Allotted

Team Make-up 10 min P.M. Team - Sarah will share her notes/discussion for the meetings
“Sharing” she has had to miss. Sarah shared what she spent time working on
for WTW during her missed meetings. She spent time putting her
binder together for the spelling inventory. She also shared her write
up of Amy coming into her classroom and the results of that.
BOOK STUDY All 45 min PM Team FINISH Jigsaw Discussion of CH 3 (pages 59-92)...
Aaron - (pg. 65-70) Completed independently, read notes to group:

Section went over steps one to four on how to assess English learners
during qualitative spelling inventories. Some pre-inventories tips to
remember is for the administrator to stress wrong spellings- they
should be expected, but many students from other cultures were
punished if they spelled a word incorrectly. The idea of failure as a
learning tool is foreign to foreign learners. All words should have
multiple sentence examples- English learners need to know the
context and meaning of the word, in addition to spelling. Students
should put a question mark on words they are unsure of what they
mean. As in all tests, the first step is to create a comfortable
environment to take the test, both in physical setting and emotional
setting. Re-iterate that we don’t care about mistakes, only effort. The
next step is to select an inappropriate spelling inventory list. You have
to pick a spelling inventory where the students neither makes too
many errors or gets too many words correct on the first try- you need
to find an equilibrium, and you may need to use other assessments to
base your initial spelling challenge level. The third step is to actually
administer the inventory. Students should not study the words before
taking what is essentially a pre-test. Have students number their paper
as they normally would. You need to circulate around the room to
make sure students are not rushing through the inventory Call out
words naturally, and say it twice. Use the word in a sentence. Remind
students as you go to use their spelling strategies,and to not skip any
words. After you call out all the words, give the students another
chance to spell words they miss by reading the words again. The
inventory should take around 20 minutes, Students who score less
than 50% need to take another challenge level inventory,such as the
Primary, at a later date.If 90% is scored on one level of inventory they
should move up to the next challenge level. The last step is to grade
the spelling words for a power score and a feature score. While
grading it is not a zero sum game, you must obtain why the student
spelled a word a certain way using their current spelling strategy
knowledge.
SEE LAST WEEK NOTES FOR CHAPTER DISCUSSION FOR

PAGES 59-86
AM Team Discuss these questions (reflecting on Ch. 3)...

*PM Team will discuss after jigsaw above is complete.
*Please add responses below in your colored text!
1. Page 87 says “Provide opportunities for your students to
reflect on their work.” Page 88, Figure 3.15 shows a Student
Reflection Chart. Would this be helpful in your class? How?
In Stacy’s classroom the teacher would go through the student
reflection chart with them. It may be a little difficult to do certain parts
of the reflection.
Susan, Kelli, and Danyle would do this depending on time verbally
with the student.
Jaydon’s students it might be more difficult to do this.
2. Pages 89-91 show samples of schedules that could be used in
middle school. Do any of these schedules work for your
classroom? Why or why not?
Shawn would find this very difficult in his science class. Stacy would
be able to use the schedule.
As a group we modeled for Shawn WTW from the beginning to the

end, word sorts.
The group’s consensus is figure 3.18.
3. Page 90-92 talks about “work contracts” for students. Would

you consider trying a work contract with your students? Why
or why not? If yes, how would you do it?WE ran out of time.
We started to discuss this and didn’t know if it should go this
far.
SPELLING All 1 min VERY IMPORTANT!

INVENTORY
Next week everyone needs to bring their “Winter” Spelling
Inventory and bring results to share with the group on JAN.
31st/FEB. 2nd! Please come prepared!
Everyone will report to their team members: the student’s fall level,
the student’s winter level, did they make progress?, why is this student
progressing or not progressing?

January 24 (PM) / 26 (AM) *give inventory, discuss next week!
January 31 (PM) / February 2 *discuss "winter" inventory results!


Facilitator: Stacy & Shawn / Susan A.M. Notes in RED / P.M. Notes in BLUE
A.M. Team (Thursday @ 6:30 am, Kelli’s Room) = Susan, Danyle, Jaydon, Kelli
Attendees: P.M. Team (Tuesday @ 3:30 pm, Amy’s Room) = Sarah, Stacy, Shawn {Amy @ Ad Building}
Agenda Items:
Allotted

BOOK STUDY All 45 min AM/PM Teams FINISH Jigsaw Discussion of CH 3 (pages 59-92)...
Stacy - (pg. 71-78)
Amy - (pg. 78-86) at Admin.
Aaron - (pg. 65-70) moved to AM group
Shawn - (pages 87-92);
Sarah - (went last time-finished) note taking today
Stacy gave Spelling Inventory and students didn’t do much better this
time! Power Score vs. Feature Score. She thinks she does more of a
Power feature. Briefly discussed grouping students. Sarah commented
that her students also did not do much better on Winter Inventory
compared to fall inventory. Problem is with grouping kids in lower
groups but Stacy thinks they need to be at the same level in order to
complete the various sorts.
Amy’s section-not here/at Admin. Bld.

Aaron- Pages 65-70 went over steps one to four on how to assess
English learners during qualitative spelling inventories. Some
pre-inventories tips to remember is for the administrator to stress
wrong spellings- they should be expected, but many students from
other cultures were punished if they spelled a word incorrectly. The
idea of failure as a learning tool is foreign to foreign learners. All
words should have multiple sentence examples- English learners need
to know the context and meaning of the word, in addition to spelling.
Students should put a question mark on words they are unsure of what
they mean. As in all tests, the first step is to create a comfortable
environment to take the test, both in physical setting and emotional
setting. Re-iterate that we don’t care about mistakes, only effort. The
next step is to select an inappropriate spelling inventory list. You have
to pick a spelling inventory where the students neither makes too
many errors or gets too many words correct on the first try- you need
to find an equilibrium, and you may need to use other assessments to
base your initial spelling challenge level. The third step is to actually
administer the inventory. Students should not study the words before
taking what is essentially a pre-test. Have students number their paper
as they normally would. You need to circulate around the room to
make sure students are not rushing through the inventory Call out
words naturally, and say it twice. Use the word in a sentence. Remind
students as you go to use their spelling strategies,and to not skip any
words. After you call out all the words, give the students another
chance to spell words they miss by reading the words again. The
inventory should take around 20 minutes, Students who score less
than 50% need to take another challenge level inventory,such as the
Primary, at a later date.If 90% is scored on one level of inventory they
should move up to the next challenge level. The last step is to grade
the spelling words for a power score and a feature score. While
grading it is not a zero sum game, you must obtain why the student
spelled a word a certain way using their current spelling strategy
knowledge.
Shawn-
Organizing your classroom. Told us what dry snitching is! Fake telling
on another student when a teacher walks in the room.
1. Develop a familiar routine.
2. Schedule time for teacher directed group work.
3. Keep it short. Stacy gives only 10 words for a test.
4. Plan for students to work independently and with each other.
(AM group finish Danyle’s part)
Danyle (pg. 79-86)
We discussed Kelli’s spelling levels and where to place them.

Discussed notes from last week and the progress of our students.
Susan and Danyle are not seeing the carry over in their words from
their sorts to their writing. We thought maybe when they do their
writing to use their words their way notebook to help them with
spelling of words that they have learned through their sorts.
SPELLING All 15 VERY IMPORTANT!

INVENTORY
Next week everyone needs to give their “Winter” Spelling Inventory
and bring results to share with the group on JAN. 31st/FEB. 2nd!
Please come prepared!
Sarah- completed Winter Spelling Inventory on all Reading

classes!
*If you haven’t given the inventory yet, take this time to get
everything printed that you will need!
Everyone will report to their team members: the student’s fall level,
the student’s winter level, did they make progress?, why is this student
progressing or not progressing?



A.M. Team (Thursday @ 6:30 am, Kelli’s Room) = Kelli, Susan, Jaydon
Attendees: P.M. Team (Tuesday @ 3:30 pm, Amy’s Room) = Shawn, Sarah, Stacy, Amy
Agenda Items:
Allotted

BOOK STUDY All 45 min AM/PM Teams FINISH Jigsaw Discussion of CH 3 (pages 59-92)...
Sarah - (pg. 59-64)
- Pg. 61 (sample), Pg. 63 Checklist to analyze writing
- So glad we are starting shakeout meetings to look at data now
Amy - (finish discussing pgs. 51-58, vocab)
● Vocabulary is under-taught, needs to be stronger part of
weekly class routines for teachers!
● Need help? Want to do more with vocab? Amy has
AWESOME vocabulary games, etc!!! Email her.
● Amy showed the group her samples from working in a 6th
grade room (Christmas Carol - vocab & Quizlet)
Stacy - (pg. 71-78)
Amy - (pg. 78-86)
Aaron - (pg. 65-70)
Shawn - (pages 87-92)
(AM group finish pages 66 - 92)
Kelli -(pg. 66-70)- Spelling inventories for English learners are
packed with a great deal of information. It is important that students
are comfortable when they are given the inventories. Teachers should
create a comfortable environment that encourages the efforts of the
kids and make them less fearful. In selecting an inventory you want to
consider grade level and reading achievement but with struggling
readers more on achievement level. You may also choose a
Qualitative spelling checklist that will give a spelling stage estimate.
Another option would be to start all kids at the same level and
adjusting as necessary keeping in mind that the students need to make
a number of errors in order to the spelling stage and you need to
choose a level of which not to many errors are made. Good Rule of
thumb is to start easier and if the percentage of the inventory is 50% or
lower.When giving the inventory make sure you are calling words out
appropriately and using the words in a sentence. Monitor the kids
when they are taking the inventory move around and look at what they
are doing. Make sure kids keep up with the words by saying
“numbe___.” then you can see skipped words. When finished you
can say the list again if necessary to fill in those empty blanks. Keep
in mind 50 or below give the level below, 90 or above the next level
and 51-89 do not need additional inventories.
Susan - (70-78) Step 4 Score and Analyze the Inventories
Scoring the spelling test will give you two scores the power score and
the feature score. The spelling inventory list will give you information
on the features that are mastered. The elementary spelling inventory
includes short vowels and single-syllable words the next group of
words include single syllable words that contain vowel patterns. The
list progresses into different derivational relations stages. As you
score the words using the feature guide you will begin to identify the
misspelled words by if they didn’t write the ending sound, did they
use the correct vowel pattern.
After you complete the feature guide you will determine the
developmental stage. If the student missed 2 or more letter areas then
they will be working in that stage or area that they missed the letters (I
can give an example of this).
Step 5 Organize Groups
The groups should be fluid, changing throughout the year. Small
groups at their instructional level works best. 6-8 students in a group,
4 to 5 groups are manageable in a class, I assume that this is a gened
class. Our groups and sizes of groups would be smaller. While the
teacher is working with a group doing a small lesson, the other
students will be reading, journaling, working on sorts. Your groups
will correlate with the stages. Using the Spelling by stage classroom
organization chart put the names of the students in the stage that they
belong and this will guide you with your groups.
Danyle -
Jaydon- 87-92
This section starts off with Spelling test. On the chart on page 87 it is
showing that the teacher uses the same spelling test in different
months to gauge if the students are learning how to put words and
sounds together. On page 88, it is showing how the teacher used
different words from other spelling sorts and previously used test
The chapter then transitions to how you can set your classroom up in
an organized fashion where teachers can display and implement other
spelling strategies into their lesson plans. One teacher used period
scheduling which allows the teacher a large sum of time to focus on
one topic that focuses with a students with similar needs. Block
scheduling is set up where the teacher gets even a larger sum of time
and can break the time into 30 minute segments. This allows the
teacher to break apart the time that is given and focus on different
topics or skills.


Collaborative (Meeting #16 of 32) January 3 / 5, 2017

A.M. Team (Thursday @ 6:30 am, Kelli’s Room) = Kelli, Susan, Jaydon, and Danyle
Attendees: P.M. Team (Tuesday @ 3:30 pm, Amy’s Room) = Shawn, Stacy & Amy
Agenda Items:
Allotted

BOOK STUDY All 45 min AM/PM Team members take 20 minutes to read CHAPTER 3
(jigsaw read it, by breaking the chapter into small parts, each person
takes a part)
● Go sit in the commons and get comfortable, if you want
● Highlight interesting parts, annotate on the sides
● Bring back 3 items to discuss (questions, ideas, cool parts)
Amy (pg. 51-58)...How does Vocab relate to “content” areas?
-Shawn: in science/NGSS
they are using Quizlet to learn vocab
-
Sarah - (pg. 59-64)
- Appendix A has all the tools for giving the inventories!
- Developmental assessments provide the info teachers NEED
- Lang Arts teachers don’t really know what level their students
are reading at...this is a shame. {the whole group agrees}
START HERE
Stacy - (pg. 71-78)
Amy - (pg. 78-86)
Aaron - (pg. 65-70)
Danyle and Susan did the inventory we were looking over the results
and discussing it for a bit.
Kelli -
Danyle -
Susan -
Whole group - (pg 59-65) students do not have the mixed digraph
knowledge, they are going with the vowel sounds. Why this is
happening students are needing different levels of instructions.
Teacher needs to observe the spelling in all areas. The use of the
qualitative spelling test will help out with this. Using the qualitative
spelling spelling test will help us determine the student’s needs. Non
speaking English students will revert back to their rules of their
primary language.
We discussed the spelling list which one to use for Kelli and Jaydon.


Collaborative (Meeting #15 of 32) December 13/December 15, 2016

Attendees: P.M. Team (Tuesday @ 3:30 pm, Amy’s Room) = Sarah, Aaron, Stacy
Agenda Items:
Allotted

BOOK STUDY All 45 min AM Team members finish jigsaw discussion of CHAPTER 2
Danyle (pg. 51-58) - Building vocabulary and giving strategies
(helping students make a connection between learning and life, words
in context (then find the word in their reading), concept and means
sorts-find their own definition so they can own it, Another is concept
meaning sorts across the curriculum.
AM/PM Team members take 20 minutes to read CHAPTER 3

(jigsaw read it, by breaking the chapter into small parts, each person
takes a part)
Sarah - (pg. 59-64)
- Appendix A has all the tools for giving the inventories!
- Developmental assessments provide the info teachers NEED
- Lang Arts teachers don’t really know what level their students
are reading at...this is a shame. {the whole group agrees}
HAD TO STOP HERE
Stacy - (pg. 71-78)
Amy - (pg. 78-86)
Aaron - (pg. 65-70)
Danyle and Susan did the inventory we were looking over the results
and discussing it for a bit.
Kelli -
Danyle -
Susan -
Jaydon - (pg 59-65)
Mark these dates on your calendar to bring your weekly test scores:
February 21 (PM) / 23 (AM)
March 21 (PM) / 23 (AM)
May 23 (PM) / 25 (AM)

Collaborative (Meeting #14 of 32) December 6/December 8, 2016

Note
Facilitator: Stacy/ Susan taker:Baresel A.M. Notes in RED / P.M. Notes in BLUE
A.M. Team (Thursday @ 6:30 am, Kelli’s Room) = Susan, Kelli, Jaydon
Attendees: P.M. Team (Tuesday @ 3:30 pm, Amy’s Room) = Sarah, Stacy, Shawn, {Amy @ Admin Mtg}
Agenda Items:
Allotted

BOOK STUDY All 45 min Team members finish jigsaw of CHAPTER 2

● Read, Highlight interesting parts, annotate on the sides
*PM team read what AM team discussed, vice-versa for AM/PM
DISCUSSION:
Sarah - (pg. 27-32): Word knowledge is foundational...it’s a domino
effect, “just right” = spelling inventory, gradual release is key to
instruction
Shawn - (pg. 33-38): memorization doesn’t work, connect new to
known, kids need a nicely organized “file drawer” to pull out the
schema needed, keep kids engaged {5 practices, pg 36}
HAD TO STOP HERE...Finish on Dec. 6th
Amy - (pg. 51-58) Amy will share at next meeting!
Aaron(pg 39-44) If you make any learning activity hands on, it will be
twice as effective as rote memorization. The teacher in the example
only had one day out of ten to work with kids, due to large class
numbers, so she focused on thinking process over everything else-
emphasize pattern identification.
Stacy(pg 45-50) Headers- if student know the spelling rules, students

can transfer that rule to their own reading. Sounds are most
important. Memorization does not work as well as knowing the
process of how we got there. Odd-ball words are words that follow the
pattern, but they do not sound right. An ‘ike’ sort would be an
example. If thinking is not involved then learning will not follow.
Students need to write only when it is thinking related. Stacy uses
blind writing sorts to hammer this idea home. Speed sorts develops
fluency, a completed typed sort is needed to help the exchange process
and for self-monitoring. They needs the groups of words in front of
them. Word hunts try to get kids to make a connection using other
reading materials. Guided reading groups are on chromebook, whole
class through a book (Best Christmas Pageant Ever”,(auditory),
“Unique” is in small groups, comprehension questions in binders,
independently they do Read Live/Naturally. Brainstorming is an
alternate to word hunts, see if kids can catch pattern errors on their
own.
Susan - (pg. 33-38) Make connections with the words, memorizing

doesn’t work. Sorting is a natural application of schema theory to
instruction, it is the base of gradual release. Sorts help with problem
solving. If students hear they forget, if they do they remember and
understand. Practice and feedback from the teacher are a must.
Students need to be engaged.
Jaydon - (pg. 27-32) students don’t decoding skills and
comprehension skills when they read it on their own but when an adult
reads it to them they can do better comprehend. 5 core steps to help
struggling readers.
HAD TO STOP HERE.
Kelli - (pg. 39-44) Using manipulatives or hands on activities
students tend to learn instead of memorizing. The teacher is teaching
them how to do the sorts with the mini lesson that is working with the
strategies with the sorts. Using dialogue is a key to analyze the lesson
and the whys of where they belong in the sort.
Group (pg. 45-50) Sound sorts the students need to say the words or
pictures outloud so they hear the sounds and if they belong and or
together under the heading or not. This supports an anchor to their
learning.
Sound sorts- 1st step of Words Their Way
Pattern sorts- sound sorts or stand alone sorts
Writing sorts-Write sorts say the letter as you write the word, turn one
word over at a time and write it.
Blind writing sort-partner will read the word student will say and spell
it and put it in the appropriate heading.
Speed sort-increases fluency and automaticity, using a stop watch for
this.
Word Hunt-make a connection between reading and word sorts.
Brainstorming-a list of words if the sort you are studying is not found
in the text that you are reading, example would be prefixes.
HAD TO STOP
Danyle (pg. 51-58)
March 21 (PM) / 23 (AM)
May 23 (PM) / 25 (AM)

Collaborative (Meeting #13 of 32) November 29/December 1, 2016

Facilitator: Amy, Susan Note taker: A.M. Notes in RED / P.M. Notes in BLUE
A.M. Team (Thursday @ 6:30 am, Kelli’s Room) = Susan, Kelli, Jaydon
Attendees: P.M. Team (Tuesday @ 3:30 pm, Amy’s Room) = Sarah, Stacy, Aaron, Shawn
Agenda Items:
Allotted

Weekly Test 15 min PLEASE NOTE: We will continue to “shakeout” everyone’s

Scores WTW Words Their Way Weekly Spelling Score Data Sheet the
last meeting of each month!
We will group student scores by: “strong” / “average” / “weak”

on this SORTING STUDENT WORK sheet and discuss…
1. Who needs re-teaching/1:1 (low scores)?
2. Who needs a different approach (bored/defiant)?
March 21 (PM) / 23 (AM)
May 23 (PM) / 25 (AM)
Any questions? Suggestions?
BOOK STUDY All 40 min Team members take 20 minutes to read CHAPTER 2 (jigsaw read it,
by breaking the chapter into small parts, each person takes a part)
DISCUSSION:
Sarah - (pg. 27-32): Word knowledge is foundational...it’s a domino
effect, “just right” = spelling inventory, gradual release is key to
instruction
Shawn - (pg. 33-38): memorization doesn’t work, connect new to
known, kids need a nicely organized “file drawer” to pull out the
schema needed, keep kids engaged {5 practices, pg 36}
HAD TO STOP HERE.
Aaron - (pg. 39-44)
Stacy - (pg. 45-50)
Amy - (pg. 51-58)
Susan - (pg. 33-38) Make connections with the words, memorizing
doesn’t work. Sorting is a natural application of schema theory to
instruction, it is the base of gradual release. Sorts help with problem
solving. If students hear they forget, if they do they remember and
understand. Practice and feedback from the teacher are a must.
Students need to be engaged.
Jaydon - (pg. 27-32) students don’t decoding skills and
comprehension skills when they read it on their own but when an adult
reads it to them they can do better comprehend. 5 core steps to help
struggling readers.
HAD TO STOP HERE.
Kelli - (pg. 39-44)
Split up pages for next week (pg. 45-58)
NEXT STEPS Future Meeting Topics & Other Information:
March 21 (PM) / 23 (AM)
May 23 (PM) / 25 (AM)
Collaborative (Meeting #12 of 32) November 15/17, 2016

A.M. Team (Thursday @ 6:30 am, Kelli’s Room) = Susan, Danyle, Kelli, and Jaydon
Attendees: P.M. Team (Tuesday @ 3:30 pm, Amy’s Room) = Sarah, Shawn, Stacy
Please bring: Chromebook, pencil/pen, highlighter, Words Their Way With Struggling Students book
Agenda Items:
Allotted

Differentiating Sarah is struggling with implementing everything during her one

Instruction period intervention...WTW, writing, fluency, comprehension,
etc.
Shawn suggests that Sarah looks at MOBY MAX
Has anyone in the AM group used MOBY MAX? Each middle

school already has the program
Kelli-uses for math.

Danyle-uses is for math, language and science.
Susan-just started using Moby Max.
Jayden-is having difficulty with the sorts being at the student’s
level. We discussed about creating his own sorts with words
around his room (window, backpack, flag). Word and picture
on both sorts using 5 words and tying it into Unique
Weekly Test 15 min This week each team member will show how they filled out the
Scores WTW Words Their Way Weekly Spelling Score Data Sheet
after the students take their weekly test. (click here to view the
sheet)
Share: What do you notice? How do you support the students

who did poorly? Do you re-teach, extra support?
AM/PM Teams, do you want to look at these scores each week

or once a month?
PM Team - Once a month would be adequate
WHAT NOW? All 40 min Each team member identified what they would like to do next.
Looking at the items you listed below, take time to look online OR in
our WTW manual for ideas to support your needs.
After approx. 20 minutes each person share what they found with the
group.
Aaron - make the sorts into a scavenger hunt around the school
Sarah -
Stacy - observations of the kids doing each activity (rubric)
Shawn - want to get NGSS vocab for sorts
Amy - help all team members
Kelli - would like to put WTW all together and have a routine with
her other curriculum.
Susan - write words on the window with dry erase marker, shaving
cream on desk to practice words.
Danyle - Have students write a sentences using 5 words.
Jaydon -Ways to tie words their way into the UNIQUE curriculum
that is used daily, Would love some more wtw games
Next Steps Next Meeting & Other Information:

● Look at our weekly data (Stacy’s sheet)
● How are students progressing so far?
● What to do with “difficult” students?
● Give Spelling Inventory in Dec/Jan for WINTER
● Spelling City (should we ask for “Premium”??)

A.M. Team (Thursday @ 6:30 am, Kelli’s Room) = Kelli, Susan, Danyle
Attendees: P.M. Team (Tuesday @ 3:30 pm, Amy’s Room) = Stacy, Aaron, Shawn
Agenda Items:
Allotted

Troubleshooting 15 min Look at our “troubleshooting” from last week.

Let’s brainstorm ways to improve the things we struggling with:
Stacy - low scores the past couple weeks (36%, 64% proficient)
* Aaron is having the same struggles
*The spelling rules/sorts are getting harder and the kids seem to
be overwhelmed or unwilling to work
*Kids are fighting it because it’s hard and want it to go
away...we have to show them WTW isn’t going away!
Shawn - ready to try the weekly planner with science
* we will start incorporating NGSS science vocabulary with
sorts during the next unit on “ecosystems!”
Susan-My last test score ranged from 75% to 100%. I spent 7
days instead of 5 and had them write their words more on desk
and use spelling city for games and then take the test on spelling
city.
Danyle-Noticed her students didn’t understand it last week. She
retaught it for another week and she saw improvement.
Kelli-showed her spelling city and how all the sorts are on there
for her students to use.
*If the scores are low and students appear frustrated our group
will slow down, change it up (write words on window with dry
erase markers, shaving cream on desk to write words, create
quizlet game flashcards, kahoot, and reteach.
Weekly Test 10 min Next week each team member will start filling out the WTW
Scores Words Their Way Weekly Spelling Score Data Sheet after the
students take their weekly test. (click here to view the sheet)
Please make sure you print a copy to record scores each week!
Bring your scores to our collaborative meetings each week!
Any questions? List questions here:

PM Group - nothing at this time, we will get our sheet printed
and scores recorded
AM Group - We printed our sheets and will start recording
scores.
WHAT NOW? All Now that you’ve reflected on your students needs...what do you as the
teacher need t o take the students to the next level?
For example: “I need more WTW games, Ways to connect WTW to
reading class, Ways to connect WTW to writing, Ways to connect
WTW to vocabulary, etc.”
TEAM COMPOSITE
NOT SURE WHAT YOU NEED? Have a team discussion, look

online for ideas, think about which students are struggling/proficient
Each team member needs to tell 1-2 things they need (this will drive
what we do during our upcoming meetings). Please list your ideas
here:
Aaron - make the sorts into a scavenger hunt around the school
Sarah -
Stacy - observations of the kids doing each activity (rubric)
Shawn - want to get NGSS vocab for sorts
Amy - help all team members
Kelli -Ways to tie words their way into the UNIQUE curriculum that
is used daily, Would love some more wtw games
Susan - write words on the window with dry erase marker, shaving
cream on desk to practice words.
Danyle - Have students write a sentences using 5 words.
Jaydon -


A.M. Team (Thursday @ 6:30 am, Kelli’s Room) = Kelli, Susan, Danyle, and Jaydon
Attendees: P.M. Team (Tuesday @ 3:30 pm, Amy’s Room) = Sarah, Stacy, Aaron, Shawn
Agenda Items:
Allotted
TO DISCUSS:
● Our teams need to meet for 32 hours this year.
● How many hours have we met so far? 10 hours
● If you miss a meeting you are required to make up your hours.
AM Group - How does this sound…

Let’s not meet the week of Nov. 21-25! AM/PM groups will continue to meet
each week except for the week of March 13-17.
● April: AM will meet May 4, 11, 25 / PM will meet May 6, 20, 27
● Finish by week of May 8-12
● Let Amy know if you want to change

Troubleshootin 15 min What are you struggling with in class? Group share/solutions.
g Stacy - Kids started off so well, but seem to be burnt out lately.
We looked at Stacy’s weekly test scores and discussed who was
struggling and why. We thought that it would be good for our
group to bring our own test scores each week. Stacy is going to
share the data sheet she uses to input her weekly scores. Amy
will add this to our agenda in a couple weeks. This way the
weekly scores are what drives our team discussion (who needs
extra practice and what do they need?) MORE INFO TO
COME...
Shawn - I’m confused how the lesson planner works since I do
science. Sarah is struggling, too, not sure how to incorporate.
*TEAM RAN THROUGH THE WEEKLY PLANNER and
DEMONSTRATED the weekly routine & how to do each of the
sorts (blind, speed, partner). AM team can review Weekly
Planner if desired.
PM GROUP STOPPED HERE, RAN OUT OF TIME.
*Team ran through weekly planner and demonstrated the weekly
routine like the pm group did.
Susan-I have been having the students testing their sorts by

gluing the words down in their notebooks. I need to have them
do their spelling tests after they glue them in their notebooks.
Kelli and Jaydon-Due to their curriculm this is in their lessons
but with all that goes on in their room this is what gets put aside
first.
Danyle-Her kids are struggling on certain sorts past and present.
She has been testing sorts by gluing them in the student
notebook and not the spelling part of it. This is something that
she will be doing from here out.
For example: “I need more WTW games, Ways to connect WTW to
WTW to vocabulary, etc.”
TEAM COMPOSITE
NOT SURE WHAT YOU NEED? Have a team discussion, look

online for ideas, think about which students are struggling/proficient
what we do during our upcoming meetings). Please list your ideas
here:
Aaron -
Sarah -
Stacy -
Shawn -
Amy -
Kelli -Ways to tie words their way into the UNIQUE curriculum that
is used daily, Would love some more wtw games
Susan -
Danyle -
Jaydon -

Collaborative October 25/27, 2016
A.M. Team (Thursday @ 6:30 am, Kelli’s Room) = Susan, Kelli, Danyle
Attendees: P.M. Team (Tuesday @ 3:30 pm, Stacy’s Room) = Stacy, Aaron, Shawn
Agenda Items:
Allotted
Warm Up: 5 min We are going to try something NEW for warm-up! (Amy learned this at a
recent coaching training)
1. Sometime we need to vent, sometimes we have something positive
to say...we will now use this 5 minutes to get stuff off your chest...it
can be a GRIPE or a CELEBRATION. You pick. You don’t record
your conversation on our notes unless you have something good for
the group.
2. Someone needs to set a time for 5 minutes.
3. When the 5 minutes is over, the warm up is DONE and it’s time to
get busy with our work at hand!
4. Go!!!

Set up Shawn 5 min (a.m. team - you might not need to do this, but the p.m. team is
projector to going to take some time to get our Chromebook or Desktop
display on the computer set-up to project the Team Composite on the board)
board
Project this on your board for all to see:
Words Their Way - TEAM COMPOSITE
SPELLING 2 min Team composite spreadsheet looks awesome! Thanks to everyone for
INVENTORY inputting their data! Color copies of the composite sheets were put in
“Team your mailboxes. *Please keep the team composite with your WTW
Composite” book so we can refer to it during team discussions.
Reflect on All Each team member needs to take a few minutes to explain a few
things to the team, you don’t need to write your responses below
TEAM unless you have something good for the group:
CLASSROOM 1. How did your students score on the Inventory?
COMPOSITES 2. What “layer” is the child in? (use page 21)
3. What does the student need next? (use page 23)
For example: I need...More WTW games, Ways to connect WTW to
WTW to vocabulary, etc.
what we do during our upcoming meetings):
Aaron -
Sarah -
Stacy -
Shawn -
Amy -
Kelli -
Susan -
Danyle -
Jaydon -


A.M. Team (Thursday @ 6:30 am, Kelli’s Room) = Susan, Kelli & Jaydon
Attendees: P.M. Team (Tuesday @ 3:30 pm, Stacy’s Room) = Stacy, Aaron, Shawn, Sarah
Agenda Items:
Allotted
Warm Up: 5 min We are going to try something NEW for warm-up! (Amy learned this at a
recent coaching training)
5. Sometime we need to vent, sometimes we have something positive
to say...we will now use this 5 minutes to get stuff off your chest...it
can be a GRIPE or a CELEBRATION. You pick. You don’t record
your conversation on our notes unless you have something good for
the group.
6. Someone needs to set a time for 5 minutes.
7. When the 5 minutes is over, the warm up is DONE and it’s time to
get busy with our work at hand!
8. Go!!!

SPELLING 30 min Team members need to input their Spelling Inventory data onto our
INVENTORY TEAM CLASS COMPOSITE (click this link) sheet!!
“Team
Composite” *Make sure you make the “X” orange to signify FALL score!
*P.M. GROUP only got to HERE. We will continue with the next
talking point next week.
A.M. Group put in their information and got to this point. Ditto to
the above.
Reflect on All After the scores are entered onto the “Team Composite”....Each team
CLASSROOM member needs to take a few minutes to explain a few things to the
COMPOSITES team, you don’t need to write your responses below unless you have
something good for the group:
4. How did your students score on the Inventory?
5. What “layer” is the child in?
6. What does the student need next?
WHAT NOW? All Now that you’ve reflected on your students needs...what do YOU as
the teacher need to take the students to the next level?
For example: I need...WTW games, Ways to connect WTW to reading
class, Ways to connect WTW to writing, Ways to connect WTW to
vocabulary, etc.
what we do during our upcoming meetings):
Aaron -
Sarah -
Stacy -
Shawn -
Amy -
Kelli -
Susan -
Danyle -
Jaydon -
● Watch “Words Their Way” Google Slideshow
● Book Study/Articles
● What next? What else?
● Spelling Inventories
○ Share class results.
○ Where do we go from here with the data?

A.M. Team (Thursday @ 6:30 am, Kelli’s Room) = Susan, Kelli, Danyle & Jaydon
Attendees: P.M. Team (Tuesday @ 3:30 pm, Stacy’s Room) = Sarah, Stacy, Aaron, Shawn
Agenda Items:
Allotted
Warm Up: 5 min Sarah - Students did fantastic on their sort test, but what do we do when a
Share a positive student doesn’t pass a test? Stacy suggest to use 80% as a guide. Aaron
suggested that you use the sorts to build confidence. Stacy also showed us the
thing that has BLANK SORT TEMPLATE and how she uses it to focus on the
happened this patterns/headings. GOOD DISCUSSION!
week
Spelling City has been helpful - might want to ask principals if we could
purchase the Premium membership.
AM thought using shaving cream, beans, whiteboards to write their words at
their desk.
Danyle is going to work on her sorts for another week.
Jaydon and Kelli are adapting their sorts for their students.
Susan is doing sorts each week.

SPELLING 5 min Classroom Composites I still need:

INVENTORY Shawn
DATA
G-1 Career 15 min Susan & Kelli thought it would be a great idea to use WORDS THEIR
Development WAY as their G-1 Career Development Goal. Anybody else
Goal Sheet interested?
DOES ANYTHING STILL NEED TO BE DONE WITH THIS?

AM group is still working on this.
Here is a blank G-1 Career Dev Plan sheet (click the link below). The
team could “make a copy” of this...fill it out together, then each of you
“make a copy” and personalize it with your name, cycle, etc.
https://docs.google.com/a/gapps.bcsds.org/document/d/12e6BUqbsC
mcUg317dW0U4QNLVHL-tOgsqgexnFYCDmU/edit?usp=sharing
BOOK 30 min 1. All members read/highlight/annotate PAGES 14-23

STUDY from our book, Words Their Way With Struggling
Readers.
2. Fill out GRAPHIC ORGANIZER while you read. (Amy
will give AM team organizers to Susan to distribute)
3. Everyone share a few key ideas from their organizer:


P.M. Stacy Conlee’s Room @ Ed Stone
Facilitator: Sarah M. / Susan Note taker: A.M. Notes in RED / P.M. Notes in BLUE
A.M. Team (Thursday @ 6:30 am, Kelli’s Room) = Susan, Kelli & Jaydon
P.M. Team (Tuesday @ 3:30 pm, Stacy’s Room) = Sarah & Aaron
Attendees:
Agenda Items
Allotted
Warm Up: 5 min Aaron gave the Blind Sort and the Speed Sort on Monday and Tuesday. He
Share a positive made it competitive and students became excited and their performance
increased.
thing that has
happened this Sarah also gave the Open Word Sort for her 7th graders today. They also did
week the Blind Sort and the Beat My Time Sort. They actually said it was fun.
Kelli is really trying to get her sorts in but it is difficult with her curriculum.
Susan is still doing sorts and students seem to be still engaged in doing them.
Jaydon is still focusing on sorts but students are struggling to engage.

SPELLING 5 min Pretty-Pretty-Please Don’t Forget...

INVENTORY *Amy needs a copy of everyone’s CLASSROOM COMPOSITES so we can
DATA use this as our data-tracker for Sharon!
*Please make a copy of all your classroom composites and put them in
Amy’s mailbox!
Amy, Did I give you a copy of mine? Stacy
I slid my composite under your door, Amy! (Sarah)
Susan put her in your mailbox.
Kelli’s you have from training.
G-1 Career 15 min Susan & Kelli thought it would be a great idea to use WORDS THEIR
Development WAY as their G-1 Career Development Goal. Anybody else
Goal Sheet interested?
Here is a blank G-1 Career Dev Plan sheet (click the link below). The
team could “make a copy” of this...fill it out together, then each of you
“make a copy” and personalize it with your name, cycle, etc.
https://docs.google.com/a/gapps.bcsds.org/document/d/12e6BUqbsC
mcUg317dW0U4QNLVHL-tOgsqgexnFYCDmU/edit?usp=sharing
BOOK 30 min 4. All members read/highlight/annotate PAGES 4-13 from

STUDY our book, Words Their Way With Struggling Readers.
5. Everyone share a key idea they read about:
Stacy -
Aaron - (p.5) In order to comprehend first you have to decode fluently enough to
maintain your attention. Intentional Resources are like the economy. If you spend
more on one thing there is less left over for the other.
Shawn - (pg6) The importance of creating a an engaging environment that motivates
students to learn more about specific words and about how words work. (pg11)Lack
of engagement in school and motivation to read is perhaps THE defining
characteristic of older struggling readers.
Sarah-(p.3-4) What struck me was the fact that so many older students can read
fluently but do not comprehend what they read. It seems that many have such a deficit
in their background knowledge that they don’t bring anything to the table, so to speak!
They can decode accurately, but when you ask them questions about what they just
read they cannot answer correctly!
Kelli, Susan and Jaydon- In order to comprehend what one reads decoding words is
on step in the process, vocabulary (background) need to be taught also to close the
gap. We are seeing that our students can read the words but don’t generally know
what the word means.
Danyle -
3. READ TO THE GROUP (everyone highlight) - Page 4
says, “Literacy skills are build on each other, they are
akin to a set of dominos; if they first domino topples,
subsequent dominos are likely to come tumbling down.”
4. Think of one of your struggling students who relates to
this quote. How did they get to this point in middle
school? How can you help them out of this domino
effect?
Stacy - The student did not learn phonic sounds was not able to put all the pieces
together when reading. The student being diagnosed with an identifiable disability
and not being able to decode the words in print. The goal for the student is to focus
on the sounds they do know and building on that using WTW sorts.
Aaron -
Shawn - There are many factors that contribute to why the struggler is struggling. In
reference to the domino effect; the student struggles with recognizing patterns that
most of us would recognize immediately, therefore we don’t need to spend much time
on decoding as many words as the struggler does. Consequently, since the pattern
recognition is weak, the reading and spelling will be weak and the range of
vocabulary is limited and since the vocabulary is limited the student cannot
communicate like they want to and so that leads to a decline in motivation.
(Dominoes!!)
Sarah- Implementing WTW is a great start for my students with decoding issues!
Kelli, Susan and Jaydon- They memorized the skills and the words that were taught
and the majority of the time the rule works but not always.
Danyle -

Collaborative September 27/29, 2016

P.M. Amy Drew’s Room @ ED STONE (Rm 2109)
Facilitator: Amy Drew Note taker: A.M. Notes in RED / P.M. Notes in BLUE
Susan
A.M. Team (Thursday @ 6:30 am, Kelli’s Room) = Kelli, Danyle & Susan
Attendees: P.M. Team (Tuesday @ 3:30 pm, Amy’s Room) = Shawn, Stacy, Aaron, Amy
Please bring: Chromebook, pencil/pen, highlighter, Words Their Way questions you have
Agenda Items
Allotted
Warm Up: 15 min Aaron successfully did 4 sorts and used Spelling City sorts. The students
Share a positive enjoyed working at their level! Really engaged!
Aaron is going to ask Brian if he would buy a “premium membership” for
thing that has teachers who are interested (our collaborative team members). He will let us
happened this know what he finds out.
week Stacy’s students really struggled with WTW this week (low scores), but she
used this as an opportunity to ask herself: What do I do now?
Kelli, Susan, Jaydon, and Danyle all did sorts last week and started new ones
this week. Might not get through sorts this week due to administering the
writing screener.

SPELLING 30 min All team members will show the group their “CLASSROOM
INVENTORY COMPOSITES”...and give a brief explanation of where your
students scored, what their needs are & what your plans are for
instruction.
How we will 10 min PLEASE READ THIS MESSAGE TO THE ENTIRE GROUP:
track progress *Amy needs a copy of everyone’s CLASSROOM
AND COMPOSITES so we can use this as our data-tracker for
Collect data... Sharon!
*Please make a copy of all your classroom composites and put
them in Amy’s mailbox!
*We will give the spelling inventory again this winter and then
spring. We will look for growth and discuss ideas to help
students who are not making adequate growth!
ANY QUESTIONS OR CONCERNS?

Morning group put together WTW binders.
That was such a great idea to put your binders together AM
team!

Collaborative September 20/22, 2016

Susan
A.M. Team (Thursday @ 6:30 am, Kelli’s Room) = Kelli, Jaydon, Danyle & Susan
Attendees: P.M. Team (Tuesday @ 3:30 pm, Amy’s Room) = Shawn, Stacy, Aaron, Amy, Sarah
Agenda Items
Allotted
Warm Up: 5 min Team looked at “spelling inventories” for Sarah, Aaron & Shawn.
Share a positive ● What do we notice?
● How should we group these students?
thing that has ● Team helped
happened this ● Danyle has groups and new sorts, lowest group having trouble with
week dropping the e and adding the ing.
● Vandenberg is completing sorts from last week.
● Kelli gave the spelling test to 4 of the 7.
● Jaydon is modifying the program.

Words Their 2 min DISTRIBUTE BOOKS! What part of the book looks like
Way Manual something you want to look at closer?
Discussion -
Shawn - Appendix B: Goal Setting/Monitoring Charts
Aaron - Page 47 “Different Types of Sorts”/Choosing Words (E)
Sarah - Comparing this manual to the original manual
Stacy - Appendix E: Creating Your Own Word Sorts
Danyle-Chapter 2
Jaydon-Is there a manual for grades K-3?
Susan-Appendix D: Word lists
Kelli-
“Words Their What are you thoughts so far, NEWBIES?

Way” Training Awesome, this is really helping us differentiate!
for NEWBIES!
Any questions? Concerns? Needs?
Aldo - 3rd Per Not at this time.
Ed - 7th Period Kelli and Jaydon said that the yellow sort1 might be too hard
and didn’t know what was below that. They do like how Amy
teaches this when they went to observe her.
Susan and Danyle-As of now my fluency probes for the last two
week haven’t improved. They can do this in isolation but at this
time they don’t seem to carry over to their reading book.
Using the PLEASE NOTE: Next week everyone needs to bring their
WTW Data! WTW Spelling Inventories, Scoring Results and Classroom
Composites to SHARE & DISCUSS! Don’t forget to bring!

Collaborative September 13/15 , 2016

Susan
Attendees: P.M. Team (Tuesday @ 3:30 pm, Amy’s Room) = Shawn, Stacy, Aaron, Amy, Sarah
Agenda Items
Allotted
Warm Up: 5 min Aaron - Tried some spelling activities with Clay and it was successful!
Share a positive Shawn - Every class got through the cell lab!
Stacy - 2 weeks in a row, 9/11 students proficient
thing that has Sarah - Stomach flu is over!
happened this Amy - Excited to get lots of new teachers on board with WTW next week!
week Kelli- Students are doing so much better on being focused and following a
schedule.
Jayden-Garion is doing a good job at identifying shapes and Robert
identifying pictures of animals.
Susan- 8/9 students were proficient.
Danyle- Ian’s Spelling usually gets 2 correct and got all correct but 2.

Words Their 2 min Sharon had her secretary, Karla, order a copy of the manual for
Way Manual each team member. We will receive them soon!
Overview of AM/PM Team watch video:

“Words Their https://www.youtube.com/watch?v=FrRDR9pPDvM
Way”
Discussion - “What did you see in the video that you like about
WTW? Why do you think it would work for your students?”
Aaron - Student centered!
Sarah - Kids’ own it, it’s THEIRS!
Shawn - Inquiry-based, cool connections to my science!
Kelli-Like how they use their hands to move the words and say
the words.
Jaydon-Learning mini lesson, you can follow the plan.
Susan- Work in groups or alone and have teacher student time
just for them.
Danyle-Kids see the words and put them in categories.
Starting WTW Amy would like to get WTW started as quickly as possible. She
in our sent everyone an email on Friday, Sept. 9th. All “newbies” need
Classrooms to plan on attending with their students next week!
Details to come! SEE YOU THERE!
ED STONE (7th period) - Jaydon, Kelli, Sarah, Aaron
ALDO (3rd period) - Shawn

Collaborative September 6/8 , 2016
Susan
Attendees: P.M. Team (Tuesday @ 3:30 pm, Amy’s Room) = Shawn, Stacy, Aaron, Amy
Agenda Items
Allotted
Warm Up: 5 min (POWER SURGE in the building, no internet and no electricity.)
Share a positive
Stacy - 9/11 students passed their word sort with 80% or higher! Wow!!!
thing that has Aaron & Shawn - excited to learn more about WTW and how they can use
happened this these sorts in their room.
week Morning group is excited to start with Words Their Way.

WTW (Words 10 min Who would like to have Sharon order a copy of the manual (it
Their Way) does not have the sorts in it)?
Book P.M. Group - Would like copies of the manual(s)
A.M. Group - Would like copies of them manual(s).
1.Words Their
Way with Who wants to start by doing a book study during our
Struggling Readers
(Gr 4-12)
collaborative team so we better understand how “Words Their
Way” works before we start looking at our own spelling
OR inventories and word sorts?
P.M. Group - All team members want to start WTW if they
2.Vocabulary Their haven’t already, then use manual as a reference to study during
Way with MS/HS
the year.
A.M. Group- Agree with P.M. group want to start using WTW
with the manual as a reference.
OR...just have Amy print off sections and we do close readings
during our meetings?
P.M. Group - We want the manuals, not copies.
A.M. Group - We want the manuals too.
What is Words Amy 15 min Distribute article “Word Study with Older Struggling Readers”
Their Way? to read/reflect.
DISCUSSION:
Why do middle school students benefit from WTW? Everyone
share one item from the article that stood out to them:
● Aaron - “James need to learn content, but he can’t read.”
● Stacy - 70% of 4th and 8th grade students are below
grade level.
● Shawn - “Kids do well on the test Friday, but it’s gone
the next week.”
● Amy - We can’t expect that all students have mastered
phonics by elementary...look at the statistics on how
many kids have fallen behind...yikes!
● Danyle-70% of fourth and eighth grade students reading
below grade level.
● Kelli-The number of students that are struggling to read
at grades 4-12.
● Jaydon-40% do not require the literary skills that
employers want.
● Susan-The number of students that are struggling to read
at grade level grades 4 through 12 is 8 million.
When do you 10 min Get an idea of where everyone in our team is at…
want to start
WTW with ALREADY USING WTW - Stacy, already starting. Susan and
your students? Danyle are using WTW.
HELP, I’M READY TO START WTW - Aaron, ready to start.

Shawn, ready to start. (Amy will arrange to start with Aaron &
Shawn ASAP) Kelli and Jaydon are wanting to get started using
WTW.
NOT READY YET -

● Watch “Words Their Way” Overview PowerPoint
● Book Study/Articles?
● Give Spelling Inventory to all of our students ?
● Look at Spelling Inventory Data ?
Collaborative August 30, 2016
Team Meeting 3:30 - 4:30 p.m.
Amy Drew’s Room @ ED STONE (Rm 2109)
Facilitator: Amy Drew Note taker: Shawn Johnson
Timekeeper: Susan
Other Attendees: Danyle, Aaron, Stacy
Agenda Items
Allotted
Warm Up: 25 min ● Stacy- gave spelling inventory that grouped her students
Share a positive (3 groups)! Danyle - starting WTW with Amy this week!
thing that has Susan - starting WTW on her own!
happened this ● Introducing ourselves
week ○ Amy
○ Susan
○ Aaron
○ Stacy
○ Sarah
Team Norms 15 min Decide our Team Norms (look at samples)
OUR NORMS WILL BE:

Decide on A.M. 15 min A.M. Team meeting will be on: THURSDAYS

and P.M. A.M. Team will meet at (time/location): 6:30-7:30 a.m. , Kelli’s
Teams A.M. Team Members will be: Susan, Kelli, Danyle, Jaydon
A.M. Facilitator will be: ??AMY??
---------------------------------------------------------------------
P.M. Team meetings will be on: TUESDAYS
P.M. Team will meet at (time/location): 3:30-4:30 p.m., Amy’s
P.M. Team Members will be: Stacy, Aaron, Shawn, Amy, Sarah,
Danyle (?)
P.M. Facilitator will be: ??AMY??

Words Their Way Middle School Collaborative Group Agenda 2fnotes 2016-2017

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Words Their Way Middle School Collaborative Group Agenda 2fnotes 2016-2017

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Collaborative

(Meeting #31 of 32) ​MAY 2​/​MAY 4​, 2017

A.M. Notes in ​RED /​ ​P.M. Notes in

Warm Up 5 min Gripe or Celebrate (5 minutes only!)

1 min OUR NORMS:

NEXT STEPS 4 min Future Meeting Topics & Other Information:

A.M. Notes in ​RED /​ ​P.M. Notes in

Warm Up 5 min Gripe or Celebrate (5 minutes only!)

1 min OUR NORMS:

BOOK STUDY All 25 min *Jot your 3 “big ideas” below

3)There are five steps in the process of choosing,organizing, and

Future Meeting Topics & Other Information:

Anything else that anyone wants to add to our agenda?

A.M. Notes in ​RED /​ ​P.M. Notes in

Warm Up 5 min Gripe or Celebrate (5 minutes only!)

1 min OUR NORMS:

BOOK STUDY All 20 min CHAPTER 6: ​Generative Vocabulary Instruction

Danyle ​- ​Most words come from Greek and Latin. Morphemic

NEXT STEPS 5 min Future Meeting Topics & Other Information:

Make sure you mark these dates on your calendar:

Anything else that anyone wants to add to our agenda?

A.M. Notes in ​RED /​ ​P.M. Notes in

Warm Up 5 min Gripe or Celebrate (5 minutes only!)

1 min OUR NORMS:

NEXT STEPS 5 min Future Meeting Topics & Other Information:

Make sure you mark these dates on your calendar:

Anything else that anyone wants to add to our agenda?

A.M. Notes in ​RED /​ ​P.M. Notes in

Warm Up 5 min Gripe or Celebrate (5 minutes only!)

1 min OUR NORMS:

BOOK STUDY All 20 min CHAPTER 6: ​Generative Vocabulary Instruction

Danyle ​- (pg. 125-133) Big Idea #1-Reading, Writing, & Spelling

NEXT STEPS 5 min Future Meeting Topics & Other Information:

Make sure you mark these dates on your calendar:

Anything else that anyone wants to add to our agenda?

Collaborative (Meeting #25 of 32) MARCH 7/9, 2017

Warm Up 5 min Gripe or Celebrate (5 minutes only!)

1 min OUR NORMS:

If anyone needs to make a colored set, print now!

PM Group went to the Round Table with Mr. Coen

NEXT STEPS 5 min Future Meeting Topics & Other Information:

Make sure you mark these dates on your calendar:

Anything else that anyone wants to add to our agenda?

Collaborative (Meeting #24 of 32) February 28/March 2, 2017

Team Norms 1 min OUR NORMS:

PM Group​ - Amy share what the AM group started! So cool!

Shawn (pages 93-98) - 1.) “contracted” independent work. This is a

Aaron (pages 99-104) -

2) The suggested sequence for within word patterns is;

As it says in the book, to become a fluent reader students need to be

All readers go through a process called transitional stages, during this

Susan (pages 102-108) -

Danyle (pages 117-124) -

NEXT STEPS 5 min Future Meeting Topics & Other Information:

Make sure you mark these dates on your calendar:

Anything else that anyone wants to add to our agenda?

Collaborative (Meeting #23 of 32) February 21/23, 2017

Warm Up 5 min Gripe or Celebrate (5 minutes only!)

Team Norms 1 min OUR NORMS:

Shawn (pages 93-98) -

2) The suggested sequence for within word patterns is;

3) A graphic organizer can be used as a tool to help students connect

As it says in the book, to become a fluent reader students need to be

(Meeting #31 of 32) MAY 2/MAY 4, 2017

A.M. Notes in RED / P.M. Notes in

A.M. Notes in RED / P.M. Notes in

A.M. Notes in RED / P.M. Notes in

BOOK STUDY All 20 min CHAPTER 6: Generative Vocabulary Instruction

Danyle - Most words come from Greek and Latin. Morphemic

A.M. Notes in RED / P.M. Notes in

A.M. Notes in RED / P.M. Notes in

BOOK STUDY All 20 min CHAPTER 6: Generative Vocabulary Instruction

Danyle - (pg. 125-133) Big Idea #1-Reading, Writing, & Spelling

PM Group - Amy share what the AM group started! So cool!

Facilitator: Amy/Susan A.M. Notes in RED / P.M. Notes in BLUE

AM/PM Team members take 20 minutes to read CHAPTER 3