1. Collaborative Literacy
Scheduling and Managing Time

2. 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.

3. 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.

4. 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

5. 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?

6. 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.

7. 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.

8. 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.

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

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

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

13. Collaborative Literacy
Instruction Time and Pacing Considerations

14. 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: minutes
4th – 6th Grade: 90 – 120 minutes

15. 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.

16. 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

17. 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

18. 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

19. 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.

20. 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?

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

22. 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.

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

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

25. Collaborative Literacy
Scheduling
and Schedules

26. Implementation Guide

27. 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)

28. 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)

29. 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)

30. What questions remain?

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

33. Thank you!