Module 10:  Making It Work / Tying It all Together

 

 

Focus Areas:

Case study

Managing a Balanced Literacy Classroom

Materials Needed:

Materials provided by ISD or site:

 

·  Handouts developed by the ISD

·  Jump Start your Skills for MLPP Teachers

·  Sign-in sheets, name tags and evaluations

·  A-V equipment, usually an overhead and a VCR (if you need anything else, call the curriculum office of the hosting district to make arrangements)

Materials to be brought by the Presenter:

·     Videos:  Classroom Management by Bobbi Fisher or Linda Dorn (Optional)

·     Your prepared overheads

·     Blank overheads and overhead pens

·     Additional handouts you would like to share

·     Laptop/LCD projector

·     Information you might have on:

§          instructional schedules

§          procedures

§          room arrangement

§          material organization

§          time management

§          what to do with the other kids during small group instructional time

§          center activities made up in bags or crates

Review of

Module 9:

  (10 Minutes)

ü      Go to corners of room (K-3).  At each grade level, form into groups of three when possible.

·  In these groups, have the participants take turns sharing any concerns or questions they still have about guided reading.

·  Then have them share teaching ideas and materials they’ve used or could use in guided reading. Process unanswered questions with the whole group.

·  For the kindergarten and pre-school teachers, have them answer the same questions as above about shared reading.

Case Study:

  (60 Minutes)

ü      Have participants stay in their trios to share their case studies and to get input from the other members of their trio.  (Attachment 10-1 outlines procedure.)

·  Make a decision who will start, using the case study questionnaire as an outline for their sharing, particularly questions 1, 3, 4, 5, and possibly 6. (Attachment 10_2 and Attachment 10_3)

§          This information is to be supplemented by the MLPP scoring sheets, student work samples or dictated responses, and the child study analysis sheets.

 

Know your Professional Self

Assessment:

  (10 Minutes)

ü      Ask participants to re-assess themselves on the Jump Up Your Skills for MLPP teachers.  Once they have done so, have them compare their results with work with their pre-assessment information. (Attachment 10_4)

·  Share observations about growth with the whole group.

·  Review “Reading by 3rd Grade” (attachment 10_5 pg. 13)

Break

  (15 Minutes)

 

Scaffolding

  (10 Minutes)

ü      Discuss the article The Role of Scaffolding (homework assignment from Module 9) and  (Attachment 10_6)

Managing a

Balanced

Literacy

Classroom:

  (45 Minutes)

ü      Review the components of a balanced literacy classroom.  (Attachment 10_7, pg. 2-4)

ü      Presenter gives overview of classroom management and literacy centers (Attachment 10_8, pg. 5-16). Next 11 pages of handout.

Note: Do one or the other of the following two check marks; do not try to do both.

ü      Using the samples brought by the participants (homework assignment from Module 9) and those included in the ISD packet and any information that you brought, encourage participants to plan any of the following:

·  instructional schedules

·  procedures

·  room arrangement

·  material organization

·  time management

·  what to do with the other kids during small group instructional time.

OR:

ü      Set up centers around the room: one for each of the topics above.  The centers can include directions; worksheets, if appropriate; participant samples; ISD handouts; and any information you brought.

·  Presenter may have participants choose centers based on self-selection system or assign 1-2 on contract system and leave others as free-choice activities.

·  Sample Centers:

1.   Decide on the types of centers you wish to incorporate into your classroom.  Layout a plan for how you will introduce both the procedures and the tasks.  (Refer to Attachment 10_9.)

2.   List the 5 students in your class that you are most concerned about. Create an assessment plan for those students based upon what you already know about them and what you want to find out.  (Refer to Attachment 10_10.)

3.   Look at the sample daily schedules.  Think about your day and reorganize your literacy block to allow more time for centers and small group instruction.  (Refer to Attachments 10_11.)

·  10 minutes share time of new learning from center activities

 

Closure:

  (25 Minutes)

ü      Encourage participants to write three goals:

·  One related to their own professional development – what would they like to learn more about and how will they do so?

Closure:

  continued

  (15 Minutes)

·  Another related to their classroom-how will they use assessment data to make instructional decisions about each of the children in their classrooms?

·  The final one related to classroom management – what would they like to add or change in their classroom related to scheduling, procedures, room arrangement, organization of materials, time management…?

ü      Play Video Games:  Millionaire, Jeopardy

ü      Complete evaluation.