Needs-Based Instruction: Managing Materials & Students

1. Needs-Based Instruction: Managing Materials & Students Sara B. McCraw Georgia Reading First Conference June 14, 2006 SBM 2006

2. What is your role? • Thumb = kindergarten • One finger = first grade • Two fingers = second grade • Three fingers = third grade • Fist = support for more than one grade (e.g., reading teacher, literacy coach, special education teacher, administrator) SBM 2006

3. Overview • Managing Materials - The Easy Part • Managing Students - The Hard Part • Getting Started - Workstations & Routines • Moving Ahead - Flexible Groups & Stations, Peer Collaboration, Developing Independence • A Plan of Action - Preparing for Next Year SBM 2006

4. “Differentiation is the key to independence” SBM 2006

5. Managing Materials • Workstation routines - change content not process • Accessible materials - teachers and students SBM 2006

6. Managing Materials What else would you add? Discuss in your group. SBM 2006

7. Managing Students • Fishbowl stations • Benefits: - handle situations as they arise - observer perspective - collaboratively set expectations - more involved in the process SBM 2006

8. Managing Students • Collaboratively define expectations - more ownership & understanding - e.g., flowchart of what to do after whole group instruction • Let’s try … SBM 2006

9. Classroom Vignettes SBM 2006

10. Managing Students • Student Accountability - bring work/learning to small group - community share at end of reading block - make connection between activity and reading goal - +/∆ chart - collaborative rubric for self/class score SBM 2006

11. Managing Students • Observe/video students working in stations to trouble-shoot routines • Scenario: A teacher notices a child reading independently, but when she looks closer she realizes he is only “pretend reading”. • Why do you think this is happening? What could she do? Discuss in your group. SBM 2006

12. Getting Started: The Big Five • Organize workstations around the five key areas of reading - phonological awareness - phonics - fluency - vocabulary - comprehension SBM 2006

13. Getting Started: Differentiation • Create workstation activities that are open-ended enough to differentiate for needs as a follow-up activity for whole group lesson and/or small group, needs-based instruction • Introduce activities during whole or small groups • Put a list of students on activities they can choose as reinforcement activities SBM 2006

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18. Reading Time • Choose one of the two classroom vignettes (K/1 lilac, 2/3 teal) • Refer to our collaborative plan for reading (e.g., what is your purpose) • Read and discuss the vignette with others • Consider how it relates to what we’ve talked about so far (is it realistic?) SBM 2006

19. www.fcrr.org Website for center activities SBM 2006

20. Getting Started: Materials • Common materials for needs-based instruction at your fingertips • Peer collaboration • Pooling resources • Resources available for browsing SBM 2006

21. Getting Started: Routines • Begin on the first day • Start small - one workstation at a time, one group a day • Begin the habit of community share to check what’s working and what needs changing SBM 2006

22. Moving Ahead: Flexible Stations • Empower students to self-monitor progress and recognize when they are ready to move ahead • Consider having two stations open at a time that align with whole group instructional focus (phonics and fluency, PA and phonics, fluency and comprehension, comprehension and vocabulary) • Make activities flexible - opportunity for independent, partner, and small group activities SBM 2006

23. Moving Ahead: Peer Collaboration • Work with grade level teammates and literacy coach to develop lessons for small group instruction and workstation activities • Share lessons and activities across grades to reduce workload • Establish regular routines for observing other classrooms (live or video), meeting within and across grades for planning and problem solving, and scheduling support from the literacy coach SBM 2006

24. Moving Ahead: Developing Independence • What can students begin to take control over? - selecting text for independent reading - choosing activities within a workstation - setting a purpose for reading - determining post-reading activities • Releasing responsibility- how do we know if we let go too soon? SBM 2006

25. Student Control Teacher Control Changes over time: pre-assigned to student selection SBM 2006

26. Any questions not yet addressed? SBM 2006

27. Plan of Action • How will you establish routines beginning the first day of school? • How will you organize your materials to maximize efficiency? • Who will you surround yourself with for ongoing support? • What will you do if it feels overwhelming and you just want to teach whole group the entire time? SBM 2006

28. Plan of Action • Select a person in your building to be your accountability partner • Record your ideas for getting started next year and set goals • Create a timeline and list of actions to meet each goal • Establish a routine for meeting with your accountability partner to monitor progress SBM 2006

29. Thank you for choosing to work with the students who need you the most SBM 2006