Collaborative Literacy Scheduling and Managing Time

The Center for the Collaborative Classroom is a nonprofit organization dedicated to students’ growth as critical thinkers who learn from, care for, and respect one another. Briefly provide context of our work through slides 2-6 and connect to the learning goals of the session. As a nonprofit organization, we are mission driven. Our work around the country has transformed classrooms by supporting continuous professional learning so that all schools build community, empower teachers, and inspire the academic and social growth of children.

CCC has received over $85 million in funding over the past 30 years to support this work. Some of our current funders are highlighted here. We’ve also partnered with a number of other organizations who share our vision.

Today’s Session This webinar is designed to support teachers’ implementation of CCC's Collaborative Literacy.  CCC Collaborative Literacy: The Advantage Instructional Time and Pacing Considerations Scheduling and Schedules

Reflect on your experiences with the programs, ideas, or materials What have you tried? Examined? Observed? Seen? If you’ve used the materials… What’s gone well? What’s intriguing? What’s been challenging? If you’re just getting to know the programs, what questions do the programs or approaches raise for you? Talk about your experiences with the Making Meaning program so far. If you’ve used any part of the program, talk about what’s gone well. If you’ve only looked through the materials or watched the videos, what do you find intriguing or appealing about the program? If you’ve taught some lessons, what has been most challenging? If you’ve just reviewed the lessons or watched the video, what do you think will be most challenging for you?

Collaborative Literacy CCC Collaborative Literacy: The Advantage First, we will get to know your print materials. Ask participants to turn to pg. 2 of the BAR User’s Guide: Get to Know Your Print Materials.

That support has allowed us the freedom to take time to extensively research, design, develop, field-test, and revise our professional learning resources based on feedback from teachers and other experts. Teachers have tried out the lessons in classrooms around the country. The result is the Collaborative Literacy [Professional Learning System], a modular set of materials that work together or stand alone to support reading comprehension, foundational skills, and writing instruction across the school year.

Integrating Rigorous Literacy Work with Social Skills Development Teachers become mindful of their practice by using materials that engage and motivate students, develop critical thinkers, and promote reflection about learning and community. Students learn to work independently and collaboratively, respectfully share their thinking with others, and take responsibility for their learning.

Coordinated Modules: p. 14-15 Building a Community of Readers Building a Community of Writers Setting Foundations for Independent Work Habits

Coordinating Elements Cooperative Structures (p. 18) Social Skills Instruction (p. 19) Facilitation Techniques (p. 21) Assessment and Conferring (pp. 23-32)

How will paying attention to these Coordinated Elements help you with your planning?

Collaborative Literacy Instruction Time and Pacing Considerations

How much time does it take How much time does it take? Making Meaning + Being a Reader + Being a Writer Kindergarten: 100 – 115 minutes 1st Grade: 130 – 145 minutes 2nd Grade: 140 – 150 minutes 3rd Grade: 85 - 115 minutes 4th – 6th Grade: 90 – 120 minutes

Analysis of Instructional Time What instruction do you provide outside of Collaborative Literacy that is non-negotiable? How much time do you have for literacy instruction? What other chunks of time do you have across the day that might be used to support literacy instruction? Record each component of your instructional day on a separate sticky note. How much time does each component take? Write it on the sticky note. How many days a week will you teach that component? Create duplicate sticky notes, one for each day you will teach it.

Instructional Shifts Across the Year Beginning of the year: More time setting up routines/structures More time for assessment (BR, BW) Less time for Individualized Daily Reading (IDR), Independent Writing, Conferring Grade 1 MM: 2 days per week until Unit 4 Less time on Skills Practice activities in BW As the year progresses: Less time on routines/structures (Check-ins) More time for IDR, Independent Writing, Conferring More time for targeted Skills Practice mini-lessons (or teach in small groups) Formal handwriting lessons end mid-year Grade 1

Consider the Purpose of the Instruction Making Meaning: Comprehension Vocabulary Being a Reader: K-2 Foundational Skills Purpose Being a Writer: Writer’s Workshop SIPPS: Decoding Intervention What purpose does each component of Collaborative Literacy serve in relation to literacy development at K-2

When might these components occur across the day? Making Meaning Vocabulary Being a Reader Shared Reading (Gr. K-1) Being a Reader Handwriting (Gr. K-1) Being a Reader Word Study (Gr. 2) What needs to be uninterrupted? Breaks

Independent Reading Considerations Making Meaning IDR (Individualized Daily Reading) The students spend sustained time reading self-selected books at their appropriate levels independently. Students practice applying the reading comprehension strategies they are learning during the Making Meaning Strategy lessons and reflect on their use of the strategies while developing a love of reading. Being a Reader Independent Reading The students spend time reading a wide variety of books to have enjoyable experiences making choices about what they read, reading at their own pace, and interacting with books in whatever manner is appropriate for them. In IDR, the teacher is actively involved, conferring with individual students, helping them select appropriate books, and assessing and supporting their reading.

IDR Considerations Given the purpose, when might Making Meaning IDR and Being a Reader Independent Reading occur across a week? Consider your analysis of your instructional time across the day. When might IDR occur? Remember, IDR does not occur on Independent Strategy Practice lesson days in Grades 1-6. When might conferring with students occur?

Pacing Considerations Beginning weeks of instruction vs later weeks Implications to pacing

Additional Considerations Strategically place your Day 1 instruction across the week. Consider the needs of your students to determine the best use of the small-group reading slot of time. Determine which procedures are well-established. Which need to be worked on.

Tips for Managing Instructional Time What other tips did you read that might helpful?

What are the important ideas for managing instructional time and pacing that you want to remember?

Collaborative Literacy Scheduling and Schedules

Implementation Guide

Sample Schedule Grade K Day 1 Day 2 Day 3 Day 4 Day 5 Making Meaning Lesson 15 MM Vocab Lesson MM Vocab IDR Shared Reading Small Groups/Independent Work 45 Handwriting Independent Work Check Being a Writer 30 30 (Flex Day)

Sample Schedule Grade 1 Day 1 Day 2 Day 3 Day 4 Day 5 Making Meaning Lesson 20 MM Vocab Lesson MM Vocab IDR 15-20 Shared Reading 15 Small Groups/Independent Work 45 Handwriting Independent Work Check Being a Writer 30 30 (Flex Day)

Sample Schedule Grade 2 Day 1 Day 2 Day 3 Day 4 Day 5 Making Meaning Lesson 20 Making Meaning Lesson MM Vocab MM Vocab IDR 15-20 Word Study Small Groups/Independent Work 60 Independent Work Check 15 45 Being a Writer 30-45 30-45 (Flex Day)

What questions remain?

How might we continue to support your work? What forums do you/might you use to continue the conversation?

Thank you!