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A story of

Teaching, Training, and Transitions 5/14/13

Cindy Wagner,

Educator

}  Cindy Wagner, teacher and literacy coach }  BA in Elementary Education, MA in Reading Instruction, Literacy

Collaborative Trained Coach }  4th grade students at Woodland Elementary, in

Alexandria, MN }  12 teachers grades 3-6 coached on literacy best

practices at Woodland Elementary }  48 teachers grades 3-6 trained on literacy

content and best teaching practices district-wide }  Sam Wagner, Director of Advanced

Manufacturing, Donnelly Custom Manufacturing

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}  Chapter 1. Using TWI’s Job Instruction method to teach skills to students in the language arts classroom

}  Chapter 2. Using TWI’s Job Instruction method to plan professional development for teachers

}  Chapter 3. Using TWI’s Job Instruction

method to facilitate transitions within an elementary classroom

There once was a man named Sam

Who untwisted a cord in his hand. “Important steps and points-key, Reasons why…” pondered he.

That very wise man named Sam.

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JI 1 Prepare the Worker 2 Present the

Operation 3 Try-Out

Performance

4 Follow Up

Minilesson: Lucy Calkins, Teachers College 1 Connection 2 Teach 3 Active Involvement 4 Link

1.  PREPARE THE WORKER §  Put the person at ease. §  State the job. §  Find out what the

person already knows. §  Get the person

interested in learning the job.

§  Place the person in the correct position.

1.  CONNECTION §  Connect today’s

learning with what the class has been learning.

§  Share excerpts of student work, or tell a story which will be a metaphor for the teaching point.

§  Specifically state the teaching point. (Lucy Calkins, Teachers College)

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2.   PRESENT THE OPERATION §  Tell, show, and illustrate one

IMPORTANT STEP at a time.

§  Do it again, stressing KEY POINTS.

§  Do it again, stating reasons for KEY POINTS.

2. TEACHING §  Determine the content

and the text to use

§  Determine the method to use (demonstration (90%), guided practice, explicitly telling and showing an example, inquiry)

§  Plan the teaching

§  Be explicit about what we want them to notice and what they’ll be asked to do with what they notice

(Lucy Calkins, Teachers College)

3.   TRY-OUT PERFORMANCE

§  Have the person do the job—correct errors.

§  Have the person explain each Important Step to you as they do the job again.

§  Have the person explain each Key Point to you as they do the job again.

§  Make sure the person understands.

§  Continue until you know they know.

3. ACTIVE INVOLVEMENT •  Set children up for quick success.

• Find ways to scaffold the work.

• Tuck in more teaching points to differentiate your teaching.

• Give every child a chance to be actively involved, not just listening. • Extrapolate for children what they are learning that will apply to their reading and writing later on. (Lucy Calkins, Teachers College)

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4.   FOLLOW UP

•  Put the person on their own.

•  Designate who the person goes to for help.

•  Check on the person frequently.

•  Encourage questions.

•  Taper off extra coaching and close follow-up.

4.   THE LINK

§  Restate what the children have learned in a way that is transferable to other texts and reading/writing experiences.

§  Add the teaching point to the class chart.

§  Recall past related learning so children learning they are developing a repertoire of strategies and skills to choose from.

(Lucy Calkins, Teachers College)

Strategy Chart With Cumulative Minilesson Strategies: A Menu Of Student Options

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Teaching Point with Documented Student Interactions

}  Woodland’s Balanced Literacy Program ◦  Workshop model ◦  Individualized instruction ◦  Paradigm shift from most recent common practice �  Philosophy �  Concepts �  Skills

�  Constructivist approach �  Whole group, small group, individual learning

�  Extending the model district-wide

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}  Large number of teachers need training ◦  Need multiple training sessions ◦  Need consistency

}  Content is multifaceted and complex ◦  Need concrete procedures ◦  Need understandings of concepts and philosophy

}  Adult learners need to know “why” ◦  Need a reason to change ◦  Need to see the value ◦  Need to feel successful

Beginning Story Mountain

IMPORTANT STEPS KEY POINTS REASONS

1 (Re-)Establish Guided Reading groups

1-3 benchmark levels 4-6 readers per group

Similar needs Promotes good conversation

2 Select and read passage

Within background experience Topic of interest to group Give broad Genre exposure Plan for 6-7 minutes of silent reading

Don’t overwhelm readers yet teach at cutting edge Instill a love of reading Grow reading experience Time allocated during GR

3 Plan 20-minute lesson Use your GR Lesson Plan Worksheet

4 Introduction, vocabulary and structure 5-6 minutes Stay on schedule

5 Prepare readers for silent reading What readers should do if they finish early Reminder notes, not essays

Don’t distract others Keeps discussion effective

6 Listen in to 1-2 silent readers (see Job Instruction)

6-7 minutes Take notes on GR Obs. Form

Stay on schedule Record of progress

7 Discuss passage as a group; may use discussion questions from GR Lesson Plan Worksheet

6-7 minutes Stay on schedule

No. _GR-01-12/2010_ Developed by: Cindy Wagner LESSON PROTOCOL SHEET Objective: _Develop and deliver daily Guided Reading (GR) lessons____________ Materials: __Lesson Planning Sheet, GR Observation Form, Guiding Readers and Writers 3-6 by Fountas & Pinnell______

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IMPORTANT STEPS KEY POINTS REASONS

1 Identify words and phrases that may trip up the readers

2

Identify key comprehension strategies for the group using standards, continuum, or guided reading book

3 Develop introduction to set the readers up for success

Recall last section read Introduce vocabulary Introduce strategies Introduce and give readers a purpose

Activate prior knowledge Fluency and understanding Read with meaning Strengthens comprehension

4 Develop discussion questions Scaffold questions Facilitate good discussion and ensure comprehension

No. _GR-02-12/2010_ Developed by: Cindy Wagner

LESSON PROTOCOL SHEET Objective: _Planning a daily written Guided Reading (GR) Lesson _

Materials: __Lesson Planning Sheet, GR Observation Form________

IMPORTANT STEPS KEY POINTS REASONS

1 Start group reading silently 30-45 seconds Focus without distractions

2 Signal one reader to whisper read

3 Note miscues and fluency; pause and confer using prompting guide

At end of sentence/paragraph Give praise point(s) Name and teach strategy Prompt for or reinforce strategy

Don’t create disfluency Reinforces good behavior Easier to transfer

4Note comprehension; pause and confer using prompting guide

At end of paragraph/page Give praise point(s) Name and teach strategy Prompt for or reinforce strategy

Can refer to a section of story Reinforces reading behaviors Easier to transfer

5 Thank and tell reader to continue reading silently

6 Signal another reader to whisper read

7 Complete steps 3-5 above for second reader

No. _GR-03-12/2010_ Developed by: Cindy Wagner

LESSON PROTOCOL SHEET Objective: _Listening In on the daily Guided Reading (GR) Lesson _

Materials: __GR Observation Form ________

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IMPORTANT STEPS KEY POINTS REASONS

1 Review group norms as necessary

2 Discuss to assess understanding

Group conversation not test or interrogation Ask for evidence to support readers’ opinions Readers talking 80% of time Share enthusiasm for the text

Prepares for Literacy Circles Ensure responses are grounded in text Develop conversation skills Build a love of reading

3 Occasionally, group reflection

No. _GR-04-12/2010_ Developed by: Cindy Wagner

LESSON PROTOCOL SHEET Objective: _Facilitating discussion during the daily Guided Reading (GR) Lesson _

Materials: __ ________

1. Knee to knee; eye to eye: it gets your body ready to listen.

2. Set books and pencils aside; it shows you are interested.

3. Leave friendly chatter for later: it lets you get the job done.

4. Leave friendly chatter for later: it shows you are ready for the next step.

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}  In ½ day of teaching (3 hours), students average 16 transitions

}  Goal-of less than 1 minute when students are

physically moving around the room }  Goal –of 10 seconds or less when

transitioning activity from the same place

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1. Knee to knee; eye to eye: it gets your body ready to listen.

2. Set books and pencils aside; it shows you are interested.

3. Leave friendly chatter for later: it lets you get the job done.

4. Leave friendly chatter for later: it shows you are ready for the next step.

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}  Chapter 1. Using TWI’s Job Instruction method to teach skills to students in the language arts classroom

}  Chapter 2. Using TWI’s Job Instruction method to plan professional development for teachers

}  3. Chapter 3. Using TWI’s Job Instruction

method to facilitate transitions within an elementary classroom

Therefore…

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