Wednesday:  We did a practice (unscored) quiz on Cornell notes and WICR (writing, inquiry, collaboration, reading).  We then graded yesterday's Cornell notes together so that every student understands the expectation and scoring for each section.  We began a discussion on learning styles and every student completed a personal learning styles assessment.  We will continue with this tomorrow. 

 

Thursday:  We spent the first ten minutes organizing notebooks and paper to be Cornell style.  Students then completed their learning styles questionairres and read the one column explanation of each of the styles.  Students were instructed to complete one page of Cornell notes based on what they had just read.  Everyone did great with the heading and topic sections, but we still need more guided practice on the key points section.  During the last 5 minutes I shared examples from students who grasped the concept and helped everyone fill in the key points section.  Homework is to complete the key points section, questions, and summary section.  In addition to this one page of Cornell notes, the binders/materials are also due tomorrow.  The learning logs form and tutorial forms will be passed out in class in the coming weeks.

 

Friday:  Cornell notes on learning styles were collected and binder checks were done. 

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Monday:  Cornell notes from Friday were returned and students were assigned teams of 4 based on their scores.  A team leader was assigned to each group.  Working together, students discussed the relative strengths/weaknesses of each example of Cornell notes.  Students then re-did the assignment with the help of their team.  The re-do will be stapled to the original notes and turned in tomorrow.  Example notes for science, math, and English were passed out as a resource.  Beginning next week, students will be responsible for submitting a minimum of 1 page of Cornell notes per academic subject (science, math, English, social studies) per week.

 

Tuesday:  Re-do on Cornell notes (learning styles) were collected.  Students were given a tutoring schedule for September.   Although our tutors will start September 8, we won't do "official" tutoring sessions until the following week.  The students still need some time to learn about higher level questions and the format for submitting tutorial requests.  Today we took a much needed break from Cornell notes!  Students were assigned partners and began doing interviews with one another (a list of interview questions was provided).   This will be our first activity to introduce public speaking. 

 

Wednesday:  I thought I could manage all of the binder checks today and learned there is a reason they recommend doing binder checks on tutorial days when there is more manpower!  Students added some note taking and studying notes guides to their AVID binder section from the student workbooks.

 

Thursday:  We brainstormed characteristics of a good public speaker.  Students then continued with the partner interviews which were started on Tuesday and began preparing their introductory speeches. (They will be introducing their partners to the class and our AVID tutors who will begin working with us next Tuesday, September 8.)  As a group we came up with the scoring criteria for the introductory speeches:  emotion/inflection in voice, pronunciation, eye contact, volume, confidence, story, minimum of five facts.  Tomorrow we will establish a scoring rubric and relative point values for each area.  Homework is to write a draft of the introductory speech and time it.

 

Friday:  Whoa--lots of unprepared students today.  The consequence for not having homework completed is that students are marked tardy as they work to complete the assignment.  We have been talking about this expectation and the corresponding consequence since the first day of class.  I have to be very strict with this because once we start getting the tutors, if students don't have their tutorial logs completed, tutorials will not work and the school is then paying 4-5 people to do nothing.  Students who were prepared have no homework, other than to rehearse their introductory speech.  In addition to having speeches prepared for Tuesday, those who did not have their assignments ready today are also writing out three "get to know you" questions for the tutors, and a 1/2 page letter to me explaining why they came to class unprepared today.

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Sep 7-11

 

Monday: No School

 

Tuesday:  We met four of our tutors today.  Half of the class did their introductory speeches.  The other half will present on Thursday when the tutors return.  The tutoring schedule is going to follow an A/B block schedule because many of our tutors are working at multiple locations.  A master schedule was given to the students last week.

 

Wednesday:  I introduced Costa's levels of questioning (parallels Bloom's Taxonomy, but breaks it down into three levels).  Students received a handout for their binders with some example action verbs for each of the levels.  This will assist them as they begin to complete tutorial request forms.

 

Thursday:  We finished with the introductory speeches.  Four of our tutors modeled a tutorial session for the group.  Students were able to watch and ask questions about what they will be expected to do during tutorials.  Tomorrow  a minimum of one page of Cornell notes for each of the following subjects is due: English, Math, U.S. History, Science.  Students have the scoring rubric for Cornell notes in their AVID binders.

 

Friday:  Cornell notes were collected.  We briefly reviewed Costa's levels of questioning and I referred students back to their handout from Wednesday that gives example verbs.  Working in groups of 3-4, students then completed a worksheet titled "Moving on Up:Writing Higher Level Questions."  This worksheet lists 10 level 1 questions that correspond to the story "Cinderella."  As a group, students needed to modify the level 1 questions to create level 2 and 3 type questions.  #1-4 are due on Monday.  These will be the basis for tutorials on Monday, so any student who is unprepared will be marked tardy if the assignment is not ready to turn in as they walk in the door.

-----------------------------------------------------------------------------------------------------------------------------Sept 14-18 

 

Monday:  Tutorials--Students worked on the "Moving on Up:Writing Higher Level Questions" with their tutorial groups.  During the last 15 minutes students were to take one question from one of their core classes and work with their groups to make sure it is a level 2 or 3 question appropriate for tutorials.

 

Tuesday:  Returned Cornell notes from core classes and students filed back in corresponding sections of their binders.  A binder check was done.  We debriefed on the tutoring session from yesterday and discussed format for tomorrow's tutorials.  I have printed out a current copy of every student's grade report for each class--this information will be used to set up specific goals and questions in tutorials tomorrow.  No AVID specific homework.

 

Wednesay:  Tutorial (and bagels!).  Working in tutorial groups, students had to complete a grade/tutorial analysis which is due on Friday.  They were also given a form called "Your Turn," which provides an outline for writing questions for tutorials.  This paper is due on Tuesday, Sep. 22.

 

Thursday:  Follow-up from tutorials and updated AVID assignment sheet.  More tips on completing Cornell notes for academic classes.  The next packet of Cornell notes is due on Tue., Sep 22-1 page minimum for each of the following classes: English, Math, Social Studies, Science.

 

Friday:  Students were given a short article regarding an experimental program in Georgia where some students are being paid for studying.  After reading the article, students drew a T-chart and listed 3 pros and 3 cons to getting paid for grades.

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Monday:  Students were presented with the same article they read on Friday.  Today they were to highlight any facts/figures or information where "experts" were quoted in the article.  The next step was to jot any notes in the margins--connections (Does it remind them of anything else?  Examples which relate?  Further questions they would like to ask the author of the article or the "experts.").  Students were randomly divided into two groups- one arguing for and the other against . The ground rules for our discussion on the pros and cons of being paid for grades were as follows: 1)They had to rephrase/summarize what the person before them said before making their statement.  2) They had to wait for at least 3 other speakers before they could comment again. Mid-way through we switched roles.  Tomorrow are tutorials and students need to have their tutorial questions (worksheet titled "Your Turn") and Cornell notes ready to go at the beginning of the period.  Anyone who comes unprepared will be marked tardy as they work to finish the assignments instead of working with tutors.

 

Tuesday:   Cornell notes were collected.  Tutorial.  Parent/teacher conferences are tomorrow and Thursday from 4:30-7:30 p.m..  Students will earn 5 extra credit points for participating with their parents in parent/teacher conferences.

 

Wednesday:   Review of yesterday's tutorial---tomorrow students will continue with their same groups and finish the questions they brought on Tuesday.  We will have another tutorial on Monday, Sep 28 and no class period in between, so students were given a form titled "AVID Tutorial Day," which provides a place for them to write their next two questions for tutorials.   They only write the new questions, the grading and summary will be completed at the conclusion of Monday's tutorial.  The skill we worked on today was introductory paragraphs and making summary statements.  Students took the article on paying students for grades and used the following sentence frame: "In the article_______________(name of article correctly punctuated) _______________(name of author or expert we are referencing) ___________________ (strong verb like claims, denies, advocates, suggests, argues) _________________________________________(summary of info.).  Students completed two different sentence frames using the article as a reference.  For their third example, they could use a book they have recently read, or make up an author, title, and summary statement.  Parent teacher conferences are today and tomorrow 4:30-7:30 p.m.--as a point of clarification, I will still give extra credit if only parents come, but I always prefer to have students there with their parents when possible.

 

Thursday:  I collected sentence frames from yesterday.  Tutorials.  Students need to have two new questions for tutorials on Monday.  Thanks to all who came for parent/teacher conferences yesterday. Today is the final day 4:30-7:30 p.m..

 

Friday: No School

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 Sep 28-Oct 2 

 

Monday:  There was a change in the tutors schedules so we did not have tutorials today.  I still collected the "AVID Tutorial Day" worksheet with the two questions.  Many of the questions were not level 2 or 3--I am still getting many questions that are base level questions and/or don't directly connect to the core content area where the student is having the most difficulty.  Students were asked to rewrite their questions so that they are prepared for tomorrow's tutorial--I collected these as an exit ticket.  We did do a binder check.  Students were given some interview questions to answer in preparation for a little videotape presentation they are making for the Wasatch faculty.  The four questions were:  1) What do you hope to get out of AVID?  2)  What have you learned so far and how is it helping you in your other classes?  3)  What can other teachers do to help and support you?  4)  Explain the purpose and organization of your binder. 

 

Tuesday:  Tutorials and continued with binder checks. 

 

Wednesday:  Each student selected a word from the Level 2 or Level 3 vocabulary to illustrate for our classroom word wall.  I continued with binder checks during this time.  Students will have tutorials the first day back from UEA, so they need to have two new level 2 or level 3 questions written out on the "Tutorial Worksheet" paper.  Please ask your student for their gradesheet from the last tutorial so you can see how they are doing.  The tutors are now scoring each student based on the level and relevance of their question, preparation, participation, and notes taken during tutorials.  As usual, any student who is not prepared with new questions will be marked tardy.

 

Thursday:  No School

 

Friday:  No School

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 October 5-9

 

Monday:  No School

 

Tuesday: Tutorials and binder checks.  Current grade reports for all classes were distributed.

 

Wednesday:  Based on the grade reports given out yesterday, students wrote out a detailed game plan for achieving academic success by the end of the term: October 29!!  After school tutoring in science, math, social studies, and science will be starting next week.  Letters were sent to any student currently receiving a D or F in these core subjects, however ANY student may attend.  Working in table groups, students had to work together and come to consensus in sorting 15 academic questions into level 1, 2, and 3. 

 

Monday:  Tutorials.  ASD's were assigned to any student who has reached 3 tardies for not having tutorial questions ready.  The ASD form must be signed by a parent and returned tomorrow.  ASD is now held on Mondays and Wednesdays beginning 11/02/09 3:00-3:45p.m..

 

Tuesday:  Reader's Theater: "The Picture of Dorian Gray"

 

Wednesday:  Tutorials.

 

Thursday:  Pentominoes activity

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Monday:  Tutorials.  Review of tutorial notes from term 1- brainstorming a list of major concepts/ideas studied, creating webs.

 

Tuesday:  New seating chart.  Binder organization for the new term.  I agreed to keep manila folders with each students' AVID materials from first term here in the classroom.  I advised them to talk to each of their core teachers and find out if they need to keep all papers accumulated to this point in their current binder, or if there are some things that they can file to reduce bulk!  They should not throw anything away!  All assignment sheets for 2nd term are on light blue paper.  In addition to binder organization, we took some time to update calendars and discuss upcoming assignments.  In the last 15 minutes we continued with the web activity we started in tutorials yesterday.  On a new sheet of paper, students completed one new web cluster from their list of concepts/ideas at the top of the page.  At the bottom of the page they completed a "recount of learning frame."  We will be working on various types of paragraph frames over the next two weeks.  This completed paper and one level 2 or 3 tutorial question are due tomorrow.

 

Wednesday:  Tutorials.

 

Thursday:  Peer editing of recount of learning frames.  In reviewing the clustering/web activity we did on Tuesday, students came up with two items that lended themselves to compare/contrast.  Using the contrast frame, they then wrote out a complete paragraph on those two things.  Any student who completes a second contrast frame can earn extra credit. 

 

Friday:  We set up clock partners to be used throughout the next term.  Explained a puzzle activity that we had only 10 minutes to begin...to be continued on Monday. 

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Monday: We reviewed clock partners and made assignments for those who were absent on Friday.  Discussed "Warrior Way" service award.  Tutorial question forms were passed out and one level 2 or 3 question is due tomorrow. Working in groups of 3,  students were given a language arts review puzzle.  This puzzle tested their knowledge of the parts of speech (prounoun, verb, proper noun, adverb), types of sentences (imperative, declarative, exclamatory, interrogative), etc..

 

Tuesday:  Tutorials.  Cornell notes #5 due tomorrow (dated between 10/21 and 11/10).

 

Wednesday: Cornell notes were collected.  We went to the computer lab and each student had 14 questions relating to their accomplishments, strengths, and areas for growth that they had to answer in a typed document.  This is due Friday, November 13, 2009.  1 level 2 or 3 tutorial question is due tomorrow.

 

Thursday: Tutorials.

 

Friday: CELEBRATION!  Today I really wanted to put the spotlight on those students that are flourishing in AVID and recognize/reward them for their consistent efforts.  Mr. Anderson was our guest presenter--he shared a few highlights of his college experience and then presented candy bars to our students who currently have 92% or higher in AVID and have had 2 or fewer missing/incomplete assignments since August 24.  I am so proud of their hard work.  We also recognized the student who has made the biggest jump in overall g.p.a. from last year's overall g.p.a. to the end of first term this year. 

----------------------------------------------------------------------------------------------------------------------------November 16-20

 

Monday:  Tutorials.  Cornell notes #6 due Wednesday, November 18, 2009 and Mentor signature #2 due Monday, November 23, 2009.

 

Tuesday:  I had each student complete an anticipation guide on Skyline High School and Utah colleges to assess background knowledge.  Did you know that U.S. News and World Report and Newsweek ranked Skyline in the top 4% of U.S. high schools? We went through each of the items on the anticipation guide together as a group.  I also showed a link to all of the public and private 4 year colleges in the state of Utah.  This is a fun site to explore and see what the average qualifications are for incoming students--quite impressive!

 

Wednesday:  Due to our assembly day schedule, we did not have tutorials.  Instead, students individually completed concept maps.  During the last 10 minutes of class they got in peer groups to discuss and add/change anything on their concept maps. Mentor signatures are due on Monday, November 23.

 

Thursday: Peer check- Cornell notes.  Working in groups of 3, students were given a geometry review puzzle.  Some of the math concepts reviewed were: rays, lines, points, line segments, acute angles, obtuse angles, right angles, congruent, slide, and line of symmetry.  AVID Tutorial day (yellow sheets) were passed out for Monday.  They are to have 1 level 2 or 3 question and then the second question can be level 1, 2, or 3---anything they really need help with.  This will be the final push with tutorials before midterm grades are submitted.

 

Friday:  NO SCHOOL

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Monday:  Tutorials.

Tuesday:  Students were given grade reports current as of yesterday.  They spent the period updating their assignment sheets, recording all scores for AVID, preparing tutorial questions for Monday, and doing the illustration (on an index card)  for the concept map they completed last week.

Wednesday: NO SCHOOL

Thursday: NO SCHOOL

Friday:  NO SCHOOL
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 November 30-Dec 4

Monday:  Tutorials.
 

Tuesday:  Distributed December calendars and discussed upcoming assignments.  Introduced the reading strategy known as "SQ3R"--Survey, Question, Read, Recite, Review.  We did a guided practice of this method using an article titled "River High, Mountain Deep."  Students first surveyed the article using only pictures, captions, and subheadings.  They had to list everything they could surmise about the story based on this information only.  They then had to write 5 questions that they thought the article would answer, or that they were curious to know after surveying.  The remainder of the period was then given to read the article.  After reading the article, they wrote down notes on another sheet of paper which included the following:  unfamiliar vocabulary (10-15 words), further questions (minimum of 3), and connections- text to self, text to text, and/or text to world (minimum of 3 total).  This paper will be turned in at the beginning of the period tomorrow.  Tomorrow is also a 65 point binder check.

Wednesday: Binder checks and independent work time for Cornell notes due Dec. 9.

Thursday:  We rearranged the room to form a large circle and read aloud "River High, Mountain Deep."  Each student had to read a minimum of one sentence and a maximum of one paragraph.  I modeled my own "think alouds" at various points in the article.  After completing the story students were divided into two groups--the prepared and the unprepared!  Those who were prepared with their science/social studies books were given 15 minutes to survey their next chapter and begin taking notes.  Those who were not prepared took the story we read together and were assigned the task of highlighting 10 unfamiliar words, then writing out dictionary definitions for those words in Cornell note style.  This is homework due at the beginning of the period tomorrow.  Science/social studies books must be brought to class tomorrow.

Friday:  Students continued working independently on either science or social studies using SQ3R.  One page of notes from the "survey" (looking only at pictures, captions , graphs, charts, boldfaced words, etc.)  is due on Monday.  One tutorial question is due on Tuesday.
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Dec. 7-11

Monday: