WEBVTT

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[Music]

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Anita Hart: My name
is Anita Hart.

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I'm a literacy coach at Lake
Forest North Elementary School,

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in Lake Forest School
District, in Felton, Delaware.

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We have weekly articulation
meetings at our school.

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We take a look at things

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that teachers might
be struggling with,

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and we discuss them
among the teachers.

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And through that
peer discussion,

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we come up with some very
good solutions to problems.

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We also look at our
data-and that's constant.

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Data is collected and
reviewed and shared.

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[Identifying Student Needs]

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Hart: We are just going to begin
our third-grade articulation

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meeting today, and I have
some reflection questions

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in front of you.

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I would like you to look that
over along with your data.

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We are going to be reflecting
on two things that you see

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in the data that may make
you change your instruction

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to target skills that
are areas of concerns.

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So let's just take a minute
to jot down some ideas

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by looking at your data.

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Hart: Okay.

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Nakia, what did you
find with your data?

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Nakia McNair: With my data,

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I saw that text connections was
a big concern with my class.

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I introduced connections through
literature circles last year,

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at that time.

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So I think, later on in the
year I saw how I changed my way

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of instruction with that.

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I began modeling and also
modeling the thinking strategies

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that go along with
making text connections,

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and so I had changed the graphic
organizer and the method.

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So I would continue doing that.

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[Selecting Texts]

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Hart: Does text structure
come into play

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when choosing the right text?

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Bushey: I think we try to choose
the text that's going to go

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with that comprehension
skill the best.

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So we are going to really
pick out books that are going

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to just exactly match that.

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If we are doing sequencing,
we want to find a book

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that has a nice flow
to it, you know,

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uses a lot of the
sequencing vocabulary.

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Erin Green: And I
think also, too,

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we try to-if we do a skill one
week, then the next week we try

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to also incorporate that
skill in the next read-aloud.

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So we may find a book
that focuses on main idea

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and details, but
at the same time,

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if last week's skill
was drawing conclusions,

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that book also warrants
itself to be able

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to practice that as well.

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So it's not like they are
getting a skill one week,

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and then they have
to forget about it

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because we are moving
on to the new one.

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It's a continual flow, and
I think we try to pick texts

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that keep that in mind so we
can focus on all the skills.

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[Data-Based Planning]

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Hart: Well, now we looked at
our scores from last year.

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Now, let's look at
what we did this year.

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This year in September,

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the students had
taken a baseline test.

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So what I did was I went
through the tests, and I picked

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out all the skills that you
see on your data chart there

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that those students may
have struggled with.

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So let's take a look at that
right now, and you can look

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at those kids that may have
struggled in that certain area.

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So now that you know which
students need what skill,

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how can we address
these areas of concern

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so that our students are
successful before the end

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of the school year
in these areas?

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Green: I think that
during small-group time,

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we need to make sure that the
students that are struggling

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on these areas, they
need to have exposure

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to this constantly
throughout the year.

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Jennifer L. Maczynski: And
I noticed that last year,

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when we did make our graphic
organizers more consistent.

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One in particular, the
compare-and-contrast has

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so many different
organizers, and in past years,

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they got used-those
different organizers.

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And then, just picking
one and sticking

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with it really helped-especially
some

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of the lower-learning
students-to just have

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that consistency and be able
to relate and know exactly what

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to do on that particular
organizer.

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[Supporting New Teachers]

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Hart: Articulation meetings
are extremely helpful

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to our new teachers.

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They are inexperienced,
and articulation

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between the more
experienced teachers

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and the inexperienced teachers
gives them some support

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and some understanding
of where they need

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to go in their instruction.

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[Music]