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

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

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

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

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

6. SBM 2006 Managing Materials Student Helpers Volunteers - Resort pictures, letters, tiles - Table captains for collecting & putting away - Cut materials for workstation activities - Resort books by level/ theme What else would you add? Discuss in your group.

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

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

9. SBM 2006 Classroom Vignettes Preparing to Read While Reading After Reading - Identify interests, goals, & purpose - Preview & select text - Make a plan for reading & responding - Construct an understanding - Monitor understanding & response - Apply fix-up strategies as appropriate - Reflect on & pursue the understanding further - reflect, evaluate, retell/ summarize, find a social destination

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

11. SBM 2006 Managing Students Observe/video students working in stations to trouble-shoot routines 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”. 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. Why do you think this is happening? What could she do? Discuss in your group.

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

13. SBM 2006 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 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 Introduce activities during whole or small groups Put a list of students on activities they can choose as reinforcement activities Put a list of students on activities they can choose as reinforcement activities

14. SBM 2006

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

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

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

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

22. SBM 2006 Moving Ahead: Flexible Stations Empower students to self-monitor progress and recognize when they are ready to move ahead 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) 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 Make activities flexible - opportunity for independent, partner, and small group activities

23. SBM 2006 Moving Ahead: Peer Collaboration Work with grade level teammates and literacy coach to develop lessons for small group instruction and workstation activities 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 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 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

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

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

26. SBM 2006 Any questions not yet addressed?

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

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

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