ELA.SL.5.1b

Common core State Standards

  • ELA:  English Language Arts
  • SL:  Speaking and Listening
  • 5:  5th Grade
  • 1b:  Engage effectively in a range of collaborative
    discussions (one-on-one, in groups, and teacherled)
    with diverse partners on grade 5 topics and
    texts, building on othersâ\x80\x99 ideas and expressing
    their own clearly.

    a. Come to discussions prepared, having read
    or studied required material; explicitly draw
    on that preparation and other information
    known about the topic to explore ideas under
    discussion.

    b. Follow agreed-upon rules for discussions and
    carry out assigned roles.


    c. Pose and respond to specific questions by
    making comments that contribute to the
    discussion and elaborate on the remarks of
    others.

    d. Review the key ideas expressed and draw
    conclusions in light of information and
    knowledge gained from the discussions.

Download Common Core State Standards (PDF 1.2 MB)

|
ELA.SL.5.1c

Common core State Standards

  • ELA:  English Language Arts
  • SL:  Speaking and Listening
  • 5:  5th Grade
  • 1c:  Engage effectively in a range of collaborative
    discussions (one-on-one, in groups, and teacherled)
    with diverse partners on grade 5 topics and
    texts, building on othersâ\x80\x99 ideas and expressing
    their own clearly.

    a. Come to discussions prepared, having read
    or studied required material; explicitly draw
    on that preparation and other information
    known about the topic to explore ideas under
    discussion.

    b. Follow agreed-upon rules for discussions and
    carry out assigned roles.

    c. Pose and respond to specific questions by
    making comments that contribute to the
    discussion and elaborate on the remarks of
    others.


    d. Review the key ideas expressed and draw
    conclusions in light of information and
    knowledge gained from the discussions.

Download Common Core State Standards (PDF 1.2 MB)

Ms. Noonan: Morning Meeting
Lesson Objective: Hold a class conference to prepare students for a successful day
Grades 3-5 / All Subjects / Daily Routines
ELA.SL.5.1b | ELA.SL.5.1c

Thought starters

  1. What types of academic skills are addressed in the morning meeting?
  2. How do students accomplish their learning goals while also taking time for such activities as "self-reflection" and "greeting?
  3. " What role does Ms. Noonan play during the morning meeting?
27 Comments
This is an exceptional video that does a great job of showing someone how to implement classroom meetings/conferences. Great for all grade levels.
Recommended (1)
I love how the explicit use of language is incorporated into setting a positive climate and tone for the day! I will definitely share this with our instructional coaches!!
Recommended (0)
I really enjoy your ideas about keeping your morning meeting full on content and allow the students to facilitate the majority of the meeting.
Recommended (1)
Wow! I love this idea and how you go about it. This is definitely something my students need. I can see how this can help our classroom climate. Thank you!
Recommended (1)
This is really good for our students,but in china there are so many kids in a classroom!
Recommended (0)

Transcripts

  • Classroom Close Up: E.L.A. Throughout the Day
    Morning Meeting with Madeline Noonan

    [01:00:09;17]
    Madeline: "Hi 5th graders!"

    All: "Hi, Miss

    Classroom Close Up: E.L.A. Throughout the Day
    Morning Meeting with Madeline Noonan

    [01:00:09;17]
    Madeline: "Hi 5th graders!"

    All: "Hi, Miss Noonan!"

    Madeline: "Thanks for your tracking. You have been phenomenal this morning."

    Morning meeting is a really special and important space for our students. It's a time where they're able to checkin with themselves and with each other on how they're doing, what happened yesterday, and what we want to day to look like.

    Student: "Close your eyes."

    Madeline: It starts out with a self-reflection exercise that's led by students.

    Student: "Take a deep breath in, take a deep breath out. Think of something you did well yesterday, and think of something you could do better today. When you have that thought you can open your eyes. Michael?"

    Michael: "One thing I can do better today is....do, do more reading. And, one thing I can do better...I mean..."

    Madeline: "One thing you did well yesterday?"

    Michael: "One thing I did well yesterday is um, do, um, do my homework."

    Madeline: It's very valuable, especially for students who are not as comfortable speaking out loud. Good teaching is empowering students.

    Student: "Today I'm feeling happy, feeling cheerful, perky, merry, cherry, joyful, glad, satisfied, convivial, content, or..."

    All: "Satisfied."

    Madeline: After that, the facilitators will turn to our Word Wall, and they'll run through synonyms for feelings.

    Student: "Today, you're not feeling excited, you're feeling eager, wired or..."

    All: "Fired Up."

    Madeline: For example, students feeling happy will then read out together that you're not actually feeling happy, you're feeling jubilant. If a student is feeling upset, they're feeling down. If they're feeling more than upset, they're feeling morose.

    Student: "Today, you're not feeling really upset, you're feeling woebegone, morose, bitter, despairing, or..."

    All: "Melancholy."

    Madeline: They share I am feeling statements. They use a sentence frame, I am feeling blank because blank.

    Student: "Today I'm feeling overjoyed because I did my science homework."

    Madeline: It's a great chance for them to simultaneously be building those ELA skills, speaking in complete sentences.

    Student: "Today I am feeling..."

    Madeline: Using synonyms.

    Student: "Perky"

    Madeline: Using rich language.

    Student: "Today I am feeling fired up."

    Madeline: And, also learn how to connect that to their feelings. So, we're using it as a space to do social, emotional, and academic at the same time. They are not mutually exclusive. In fact, I would say...I think that they really go together.

    Student: "OK. Greetings. Anybody have suggestions?"

    Madeline: From there, our students turn and do a greeting.

    Student: "Um..today we could do the hand clap."

    Madeline: We have a number of greetings, some of which students have been taught, some of which students have made up, that they'll vote on.

    Student: "Handshake, maybe?"

    Student: "We'll take a vote. Raise your hand if you want the handclap."

    Madeline: The voting is really important. It really enforces, for students, how they can go about building consensus and agreement, without the intervention of an adult.

    Student: "OK. Handclap wins."

    All: "Good morning, good morning, good morning, to you."

    Madeline: They then turn to a partner and do the handclap or the handshake, or whatever special greeting they've invented or have learned, and it just is a nice, subtle culture builder.

    "We're in 5th grade now, so we don't just deal with metaphors in a sentence."

    Our days are jam packed. And, I think it's really easy to want to cut out the social, emotional piece. However, I think if we really want our students to be excited about learning, to be critical thinkers, to be successful students, that social, emotional piece is an absolute necessity. And, I truly believe that the morning meeting establishes that safe, and comfortable tone that allows students to open their mind and learn throughout the rest of the day.

    "Nice job."

School Details

Think College Now School
2825 International Boulevard
Oakland CA 94601
Population: 301

Data Provided By:

greatschools

Teachers

Madeline Noonan
English Language Arts Math Social Studies / 5 / Teacher

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