SBM 2006

Needs-Based Needs-Based Instruction: Managing Instruction: Managing Materials & StudentsMaterials & Students

Sara B. McCrawSara B. McCraw

Georgia Reading First ConferenceGeorgia Reading First ConferenceJune 14, 2006June 14, 2006

SBM 2006

What is your role?What is your role?

Thumb = kindergartenThumb = kindergarten One finger = first gradeOne finger = first grade Two fingers = second gradeTwo fingers = second grade Three fingers = third gradeThree fingers = third grade Fist = support for more than one Fist = support for more than one

grade (e.g., reading teacher, literacy grade (e.g., reading teacher, literacy coach, special education teacher, coach, special education teacher, administrator) administrator)

SBM 2006

OverviewOverview Managing Materials - The Managing Materials - The

Easy PartEasy Part Managing Students - The Managing Students - The

Hard PartHard Part Getting Started - Getting Started -

Workstations & RoutinesWorkstations & Routines Moving Ahead - Flexible Moving Ahead - Flexible

Groups & Stations, Peer Groups & Stations, Peer Collaboration, Developing Collaboration, Developing IndependenceIndependence

A Plan of Action - Preparing A Plan of Action - Preparing for Next Yearfor Next Year

SBM 2006

““DifferentiationDifferentiation is the is the key to independence”key to independence”

SBM 2006

Managing MaterialsManaging Materials Workstation routines - change content not Workstation routines - change content not

processprocess Accessible materials - teachers and studentsAccessible materials - teachers and students

SBM 2006

Managing MaterialsManaging Materials

Student HelpersStudent Helpers VolunteersVolunteers

- Resort pictures, Resort pictures, letters, tilesletters, tiles- Table captains for Table captains for collecting & putting collecting & putting awayaway

- Cut materials for Cut materials for workstation activitiesworkstation activities- Resort books by level/ Resort books by level/ themetheme

What else would you add? Discuss in your group.

SBM 2006

Managing StudentsManaging 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

SBM 2006

Managing StudentsManaging Students

Collaboratively define expectationsCollaboratively 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 instructionwhole group instruction

Let’s try … Let’s try …

SBM 2006

Classroom VignettesClassroom VignettesPreparing to Preparing to

ReadReadWhile ReadingWhile Reading After ReadingAfter Reading

- Identify Identify interests, goals, interests, goals, & purpose& purpose- Preview & Preview & select textselect text- Make a plan for Make a plan for reading & reading & respondingresponding

- Construct an Construct an understandingunderstanding- Monitor Monitor understanding & understanding & responseresponse- Apply fix-up Apply fix-up strategies as strategies as appropriateappropriate

- Reflect on & Reflect on & pursue the pursue the understanding understanding furtherfurther- reflect, reflect, evaluate, retell/ evaluate, retell/ summarize, find summarize, find a social a social destinationdestination

SBM 2006

Managing StudentsManaging Students

Student AccountabilityStudent 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 blockblock - make connection between activity- make connection between activity and reading goaland reading goal - +/∆ chart- +/∆ chart - collaborative rubric for self/class score- collaborative rubric for self/class score

SBM 2006

Managing StudentsManaging Students

Observe/video students working in Observe/video students working in stations to trouble-shoot routinesstations to trouble-shoot routines

ScenarioScenario: A teacher notices a child : A teacher notices a child reading independently, but when she looks reading independently, but when she looks closer she realizes he is only “pretend closer she realizes he is only “pretend reading”. reading”.

Why do you think this is happening? What Why do you think this is happening? What could she do? Discuss in your group.could she do? Discuss in your group.

SBM 2006

Getting Started: The Big FiveGetting Started: The Big Five

Organize workstations around the five key Organize workstations around the five key areas of readingareas of reading

- phonological awareness- phonological awareness

- phonics- phonics

- fluency- fluency

- vocabulary- vocabulary

- comprehension - comprehension

SBM 2006

Getting Started: DifferentiationGetting Started: Differentiation

Create workstation activities that are Create workstation activities that are open-ended enough to differentiate for open-ended enough to differentiate for needs as a follow-up activity for whole needs as a follow-up activity for whole group lesson and/or small group, group lesson and/or small group, needs-based instructionneeds-based instruction

Introduce activities during whole or Introduce activities during whole or small groupssmall groups

Put a list of students on activities they Put a list of students on activities they can choose as reinforcement activitiescan choose as reinforcement activities

SBM 2006

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Reading TimeReading Time

Choose one of the two classroom Choose one of the two classroom vignettes (K/1 lilac, 2/3 teal)vignettes (K/1 lilac, 2/3 teal)

Refer to our collaborative plan for Refer to our collaborative plan for reading (e.g., what is your purpose)reading (e.g., what is your purpose)

Read and discuss the vignette with Read and discuss the vignette with othersothers

Consider how it relates to what we’ve Consider how it relates to what we’ve talked about so far (is it realistic?)talked about so far (is it realistic?)

SBM 2006

www.fcrr.orgwww.fcrr.org

Website for center activitiesWebsite for center activities

SBM 2006

Getting Started: MaterialsGetting Started: Materials

Common materials for needs-based Common materials for needs-based instruction at your fingertipsinstruction at your fingertips

Peer collaborationPeer collaboration Pooling resourcesPooling resources Resources available for browsingResources available for browsing

SBM 2006

Getting Started: RoutinesGetting Started: Routines

Begin on the first day Begin on the first day Start small - one workstation at a Start small - one workstation at a

time, one group a daytime, one group a day Begin the habit of community share Begin the habit of community share

to check what’s working and what to check what’s working and what needs changingneeds changing

SBM 2006

Moving Ahead: Moving Ahead: Flexible StationsFlexible Stations

Empower students to self-monitor progress Empower students to self-monitor progress and recognize when they are ready to move and recognize when they are ready to move aheadahead

Consider having two stations open at a time Consider having two stations open at a time that align with whole group instructional focus that align with whole group instructional focus (phonics and fluency, PA and phonics, (phonics and fluency, PA and phonics, fluency and comprehension, comprehension fluency and comprehension, comprehension and vocabulary)and vocabulary)

Make activities flexible - opportunity for Make activities flexible - opportunity for independent, partner, and small group independent, partner, and small group activitiesactivities

SBM 2006

Moving Ahead: Peer Moving Ahead: Peer CollaborationCollaboration

Work with grade level teammates and literacy Work with grade level teammates and literacy coach to develop lessons for small group coach to develop lessons for small group instruction and workstation activitiesinstruction and workstation activities

Share lessons and activities across grades to Share lessons and activities across grades to reduce workloadreduce workload

Establish regular routines for observing other Establish regular routines for observing other classrooms (live or video), meeting within and classrooms (live or video), meeting within and across grades for planning and problem across grades for planning and problem solving, and scheduling support from the solving, and scheduling support from the literacy coachliteracy coach

SBM 2006

Moving Ahead: Developing Moving Ahead: Developing IndependenceIndependence

What can students begin to take control What can students begin to take control over? 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 Releasing responsibility- how do we know

if we let go too soon?if we let go too soon?

SBM 2006

Student ControlStudent Control

Teacher ControlTeacher Control

Changes over time: Changes over time: pre-assigned to student selectionpre-assigned to student selection

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Any questions not yet Any questions not yet addressed?addressed?

SBM 2006

Plan of ActionPlan of Action

How will you establish routines beginning How will you establish routines beginning the first day of school?the first day of school?

How will you organize your materials to How will you organize your materials to maximize efficiency?maximize efficiency?

Who will you surround yourself with for Who will you surround yourself with for ongoing support?ongoing support?

What will you do if it feels overwhelming What will you do if it feels overwhelming and you just want to teach whole group and you just want to teach whole group the entire time?the entire time?

SBM 2006

Plan of ActionPlan of Action

Select a person in your building to be your Select a person in your building to be your accountability partneraccountability partner

Record your ideas for getting started next Record your ideas for getting started next year and set goalsyear and set goals

Create a timeline and list of actions to Create a timeline and list of actions to meet each goal meet each goal

Establish a routine for meeting with your Establish a routine for meeting with your accountability partner to monitor progress accountability partner to monitor progress

SBM 2006

Thank you for Thank you for choosing to work with choosing to work with the students who need the students who need

you the most you the most