1. Pit Crew Training Session
Parent Meeting
March 29, 2011
6:00-7:00 pm

2. Welcome Message Mrs. Gorman (principal) Ms. Enzor (school counselor)
Ideas to help your child

3. Math Advice Mrs. Turner (intervention) Mrs. Boyd (coach) Basic Facts
QISWA
Real-life Math

4. Example of QISWA
Mrs. Gainey needs to buy string for 5 students to do a science activity. Each student needs 2 feet of blue string and 1 foot of red string. How many yards of string does Mrs. Gainey need to buy?
3 yards
4 yards
5 yards
8 yards
Q: I am looking to find the number of yards Mrs. Gainey has to buy.
I: 5 students and each student needs 2 feet of blue and 1 foot of red
S: I am going to use computation. I can multiply and also add.
W: 5 x 2 = 10 feet of blue
5 x 1 = 5 feet of red
5+ 10 = 15 feet of string in all
A: 15 feet of string. Uh-oh, I need to find number of yards, not feet.
15  3 = 5 yards, because there are 3 feet in one yard. The answer
Is 5 yards, choice C.

5. Reading Help Miss Klingbeil (teacher)
Mrs. Rodgers (Title 1 instructor)
Ms. Grzeszczak (teacher)
Read-Think-Write
Decoding
Comprehension

6. Read-Think-Write Purpose:
To keep students engaged, thinking, and comprehending while reading the text
To improve accuracy in responding to questions

7. What Read-Think-Write Looks Like
What Read, Think, and Write looks like:
making comments
to “think aloud” while reading
write the main idea of a paragraph
making connections
to show relevant prior knowledge
to use their schema to make sense of new information
asking questions before, during, after reading
to clarify meaning
to consider rhetorical questions inspired by the text
to focus their attention on important parts of the text
making predictions
to speculate about the text yet to be read
to show they are thinking about the text

8. Example of Read-Think-Write
Four-Leaf Clover
by Kelly Hashway
Erin held her four-leaf clover in the palm of her hand so the group of kids hovering around her could see it.
“Why is it lucky?” Donnie asked.
“Four-leaf clovers are hard to find,” Erin said. “I searched my grandparent’s backyard for hours looking for this one.”
“But how do you know it’s lucky?” Donnie asked.
Erin shrugged. “I just know.” She couldn’t think of a way to describe it, but she felt lucky and she figured it was because of the four-leaf clover.
“Let’s test it,” Joannie said.
“How?” Erin asked.
Joannie looked around the school grounds. Trees lined the fence behind the swings. “We could all try to catch the leaves when they fall off the trees. Everyone knows it’s lucky to catch a leaf before it falls to the ground.”
“Okay,” Erin said. “First one to catch a leaf wins.”
“Five minutes left in recess!” Mrs. Roberts yelled.
“We better hurry,” Joannie said.
This reminds me of last year, when
the girls in my class searched the
playground for four-leaf clovers.
I wish our playground had swings!
I don’t think that everyone knows that it
is lucky to catch a leaf before it falls to
the ground.

9. Responding to Questions
What responding to questions looks like:
rewriting questions in their own words
marking key words in the question ie. (most likely, least likely)
eliminating incorrect choices and explain why it is not correct.
when appropriate, highlight the answer in the text and write the corresponding question number by the text.
writing definitions of words to better understand the question

10. Responding to Questions Example
This means to play against
someone and win
What happened the leaf-catching competition began?
a. Erin caught a red leaf.
b. Erin tripped and fell down.
c. The wind blew Erin’s four-leaf clover away.
d. Erin made a wish.
right after
Right after they started the leaf-catching competition, what happened?
Erin caught a red leaf at the end.
This happened before the
competition.
This happened at the end.

11. Decoding Strategies Eagle Eye Look at the pictures for clues.
Example: The lions are acting like seals They’re balancing balls on their noses and barking.

12. Skippy Frog Skip the word (“skip it, skip it”)
Read to the end of the sentence.
“Hop back” and think of a word that makes sense.
Example: Patrick hurried through the zoo gates.

13. Flippy Dolphin Try another vowel sound made by the letter
Try another sound made by the letter
Example: Suddenly, three giraffe heads popped out of the water.

14. Stretchy Snake Stretch the sounds out slowly.
Put the sounds together to figure out
the word.
Example: They had bits of weed twisted around their horns.

15. Chunky Monkey Look for a “chunk” that you know
(-ing, -and, -art, -old)
Look for a word part
(-er, be-)
Example: Now there was another hip-po floating above the sign.

16. Spot and Dot Identify the vowels in the word. Independent
Divide up the consonants between the vowels
In-de-pen-dent
Blend the parts together.

17. Let’s try another
disqualify
dis-qua-li-fy
turquoise
tur-quoise

18. EOG Preparation Miss Edwards (teacher) Mrs. Surprenant (teacher)
Sample Reading Question
Sample Math Question
Answer Options and Strategies
Reading EOG:
Math EOG:
EOG Dates: Wednesday, May 11 - Reading
Thursday, May 12 - Math Active
Friday, May 13 - Math Inactive
Make-Ups: Monday, May 16, Wednesday, May 18, and Thursday, May 19

19. Sample EOG Questions (Math)
I chose this answer because I counted each of the edges.
1. How many edges does a cube have? 12 8 6 4
2. John planted corn in rows. He planted 16 corn plants in the first row, 24 in the second row and 32 in the third row. If the pattern continues, how many corn plants will he plan in the fifth row? 40 48 56 72
3. Kevin has an apple, an orange, and a banana. He is only allowed to have 2 fruits for his snack. How many different combinations of 2 fruits could Kevin choose for his snack? 2 3 9
Each row increases by 8 because I continued the pattern. Row 4 would have 40, so row 5 has 48.
I listed all the combinations for Kevin to eat 2 fruits at snack. Apple + orange, apple + banana, and orange + banana.

20. Homework and Agendas Ms. Kulik (teacher)
Checking agendas and Tuesday folders
Reviewing homework
Website

21. Closing
Mrs. Gorman (principal)
Questions?
Return to Classrooms