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STELLAR Chat 4/17/18

posted Apr 17, 2018, 8:20 PM by Mary Harwood

Stellar Chat 4-17-18

[18:45] Mary Harwood (readwoody.ludlow): Good evening, Virginia. Happy (belated) birthday!

[18:51] Mary Harwood (readwoody.ludlow): Good evening, all! Sound check. (You can eavesdrop on our chat.!)

[18:52] Amanda McMichael (amandajeniece): Hello! Good Evening everyone! It looks like good weather is coming starting tomorrow!!!!! So excited.

[18:53] Peggy Marconi (ruby.flanagan): I am with you Amanda.

[19:01] betade3: some muffling is happening

[19:02] vdavis360: It does seem a bit muffled. I have my speaker at 100% and am in a quiet room, so that helps.

[19:03] vdavis360: Valerie :-)

[19:03] betade3: Beverly, but it is better now.

[19:03] thompsontheterrible: Its good

[19:03] phbillies5: I have it all turned up, but Mary is super muffled

[19:03] vdavis360: It does seem better.

[19:03] Emily (emasmith101): i am having trouble hearing any talking

[19:03] phbillies5: Yes, I did that.

[19:04] Peggy Marconi (ruby.flanagan): If you hover your curser over mary a green I will come up and slider bar.  You can adjust Mary's voice with the bar.

[19:05] phbillies5: Yes I am playing with it. Thank you! Sorry!

[19:05] vdavis360: I did that. It helped a lot! Thanks Peggy!

[19:06] Peggy Marconi (ruby.flanagan): Good news.

[19:06] Peggy Marconi (ruby.flanagan): G

[19:08] Emily (emasmith101): I lost voice feed anyone else

[19:08] betade3: I did not lose voice feed

[19:08] Amanda McMichael (amandajeniece): We are learning how to write letters and numbers correctly. (K)

[19:09] Amanda McMichael (amandajeniece): We are learning to write a complete sentence.

[19:09] betade3: Writing scientific explanations using evidence from lab activities.

[19:09] Amanda McMichael (amandajeniece): We are learning to write with our opinions and use the word because  and state why we like something.

[19:09] banducinni: We are writing about ourselves as super heroes!

[19:09] thompsontheterrible: I use short journal prompts for discussions on behavior

[19:09] banducinni: We will be starting research papers on habits soon.

[19:09] vdavis360: We are writing a paragraph with topic sentence, 3 details, and a closing sentence. Currently it's connected to our reading unit theme of superheros.

[19:10] Inga  PHHS (iperham3): I am using journal writing for a short health unit.

[19:10] phbillies5: We have focused on evidence-based writing in all content areas this year. We started with the RACER strategy and that seems to have helped a lot.

[19:10] Lori Barrong (lbarrong): We are learning how to write research reports.  Facts vs. opinions. (2nd grade)

[19:11] Rachachelle: We have writing projects based around the curriculum. I also have about once a week a morning prompt that we share. Students also have a writing option during daily 5 that I occasionally turn into published books.

[19:11] Peggy Marconi (ruby.flanagan): Very nice. I love the variety!

[19:11] Jmacrae: checking in

[19:12] Virginia Petitt (dubious.darkstone): This week I asked my math students at community college to write their answers in complete sentences--omigosh, you would think I asked them to perform a miracle!

[19:12] phbillies5: The grade level below us has really instilled a love for writing with our students. Overall, they enjoy it, which is really nice.

[19:12] Peggy Marconi (ruby.flanagan): Good to see you are here with all of us.

[19:12] banducinni: I feel we do not have enough time to teach writing. I squeeze it in when I can.

[19:13] Jmacrae: Everything is about writing.  I amEnglish teacher.

[19:13] betade3: I like that students are required to write in complete sentences in science!  They need constant reminders, but are fairly receptive.

[19:13] phbillies5: Challenges: just building stamina to keep working on a piece of writing. Often they feel finished with a piece and don't want to go back to revise.

[19:13] Emily (emasmith101): i love that the kids enjoy writing.

[19:14] Inga  PHHS (iperham3): One challenge is getting students to care about the quality of their writing for different writing tasks (.8th grade)  There is such a huge difference in the level of student writing.

[19:14] dkbillie: I find it difficult to build coherence between my writing lessons and bring everyone to a point of completion with a writing project

[19:15] Jmacrae: Is there a way to make this louder?

[19:16] Rachachelle: If you hover your curser over mary a green I will come up and slider bar.  You can adjust Mary's voice with the bar - from Peggy

[19:16] Peggy Marconi (ruby.flanagan): Jan, hover your curser over Mary, and a green I will appear with a slider.  Use the slider to adjust the level of sound.

[19:16] Peggy Marconi (ruby.flanagan): Also, check the sound on your computer.

[19:16] Jmacrae: Thanks that worked

[19:17] Vitaut Arabello: I can Skype to solve the sound issue - just give me your Skype name or phone number.

[19:19] Jmacrae: At high school, I think Socratic seminars help kids go to  a higher level thinking to better writing.

[19:23] vdavis360: Explaining your thinking is a big deal these days, especially in math.

[19:23] Jmacrae: I  think it shows their process: how they analyze and prove.

[19:23] Ducky (bmccool): Check for understanding....

[19:23] phbillies5: Why have students answer questions? To show their thinking, their understanding, their perspective, etc.

[19:23] ecdanna: To check for comprehension

[19:23] Inga  PHHS (iperham3): Sometimes it is a check for understanding.  Sometimes it is to help develop understanding.

[19:23] dkbillie: To assess their thinking and help them take it to a new level

[19:23] thompsontheterrible: We would want students to write the answers to questions to give them time to reflect and process their thoughts before they answer.

[19:23] Ducky (bmccool): Reflect...

[19:24] betade3: organize their thoughts to be able to communicate their thinking.

[19:24] Virginia Petitt (dubious.darkstone): keep them accountable...

[19:24] Jmacrae: As McCool says, some need to process internally before responding.

[19:27] Jmacrae: I agree.  Comprehension first: then higher-level thinking such as inference.  Writing the evidence they find to answer comprehension questions will lead todeeper understanding.

[19:29] Amanda McMichael (amandajeniece): I model it to the kinders when they are asked to verbally give me an answer.

[19:29] Lori Barrong (lbarrong): In our 2nd grade reading group seatwork, it makes them restate the question from day one.  I love it!

[19:30] betade3: evidence

[19:31] dkbillie: It helps them draw out the main ideas that support a larger theme.

[19:32] Ducky (bmccool): paraphrasing practice...main idea

[19:32] phbillies5: To help them focus on the most important parts of the content.

[19:32] thompsontheterrible: Writing a summary shows comprehension to the text.

[19:32] Lori Barrong (lbarrong): I would also say that it helps with the overall comprehension.

[19:32] Virginia Petitt (dubious.darkstone): Helps them make sense of the topic by writing in their own words

[19:32] Inga  PHHS (iperham3): It is a check for understanding and accountability.

[19:33] Jmacrae: Summary is important so they show they can interpret and understand an argument, for example.

[19:34] Jmacrae: When the writing gets more complex, it is  important.  So that you get at what the student  misunderstood.

[19:36] phbillies5: The water is very cold.

[19:36] vdavis360: Cold water is pretty obvious.

[19:36] phbillies5: egg hatches

[19:36] Virginia Petitt (dubious.darkstone): Cold water--brrr!

[19:36] thompsontheterrible: the water is very cold

[19:37] phbillies5: Female leaves and spends the winter at sea.

[19:38] vdavis360: Male stays on the egg and doesn't eat.

[19:38] Inga  PHHS (iperham3): The female lays the egg and then leaves to spend the winter at sea.

[19:38] Emily (emasmith101): male takes care of the egg for two months

[19:39] thompsontheterrible: The Male will place the egg on his feet under his belly to take care of the egg.

[19:40] Emily (emasmith101): female lays an egg and then leaves

[19:40] vdavis360: The female lays the egg and leaves to spend the winter at sea.

[19:42] phbillies5: Sounds good

[19:43] Rachachelle: Do you have suggestions for how to pair this with a VTS discussion?

[19:43] vdavis360: I like the cross-out step, because we get some off-topic ideas during class brainstorming sessions.

[19:45] Virginia Petitt (dubious.darkstone): Students always seem to need practice writing summaries

[19:47] tmeinzen: Yes, summaries seem tough

[19:50] Peggy Marconi (ruby.flanagan): VTS is the metacognition that supports student writing.

[19:51] tmeinzen: I like this framework.

[19:53] tmeinzen: With this framework, I think kids would want to put their most important observation first.

[19:54] Inga  PHHS (iperham3): Writing frames model organization.

[19:54] tmeinzen: Kids draw blanks when faced with informational texts. So often they don't seem to know what is important.

[19:54] thompsontheterrible: This would give students structure

[19:54] Virginia Petitt (dubious.darkstone): So they don't have a blank piece of paper staring at them.

[19:54] tmeinzen: Another reason is that it offers both a pattern and some help.

[19:55] tmeinzen: A further reason is that it helps us organize our evaluations.

[19:57] tmeinzen: These are great!

[19:58] Jmacrae: I like that as kids rarely use good charts in their argument papers.

[20:01] Jmacrae: Also, if you only teach writing, it helps both of us--teacher and student to produce good writing.

[20:01] Amanda McMichael (amandajeniece): In kinder, they could draw a picture after each chapter in a read aloud book and at the end have a booklet of pictures and short writings to represent the whole book.

[20:01] Vitaut Arabello:

[20:02] Amanda McMichael (amandajeniece): Thank you!

[20:02] thompsontheterrible: Thank you so much

[20:02] Inga  PHHS (iperham3): Thank you and good night.

[20:02] tmeinzen: Sorry I was late, but this is great! Thanks.

[20:02] betade3: Thank you

[20:02] vdavis360: Thank you!

[20:02] Vitaut Arabello: Cool!

[20:02] dkbillie: Thanks!

[20:02] Ducky (bmccool): Valuable info... thank you!

[20:02] Peggy Marconi (ruby.flanagan): Thank you Mary. I am always impressed with your work..

[20:02] Jmacrae: Bye.  I was glad to join;

[20:02] Vitaut Arabello: Remember to check the web page where we post our recorded sessions along with the presentation slides and the chat transcript. E.g., this is Kim Aziz’s presentation of April 3:

[20:02] Lori Barrong (lbarrong): Thank you!

[20:02] Emily (emasmith101): thanks Mary! Have a great week guys!

[20:02] Vitaut Arabello: This is March 13 session:

[20:02] phbillies5: Such helpful info! Thank you!

[20:02] Virginia Petitt (dubious.darkstone): Great job Mary! There are so many useful takeaways!

[20:02] Vitaut Arabello: This is February 27 session:

[20:02] Vitaut Arabello: This is February 13 session:

[20:03] Virginia Petitt (dubious.darkstone): And I love the Calvin and Hobbs!

[20:03] betade3: Peggy, Did you find a science book for me to use for my credit project?

[20:03] tmeinzen: Thanks Mary.

[20:05] betade3: Peggy and I talked about me using a different book that would be more in line with science.  It is the project you have assigned for those of us taking the course for credit.

[20:05] Vitaut Arabello: Mary, here is link to your “Thinking” handout in .pdf: I am sorry, did not have time to make it in an SL format.

[20:06] Vitaut Arabello: OK!

[20:06] betade3: Just e-mail me when you have it.  Thank you Peggy.

[20:06] Vitaut Arabello: My pleasure!

[20:11] Vitaut Arabello: Thanks colleagues, I am logging off. See you in SL or RL!