Scheduling Blocks - Module 6

I know the "blocks within the blocks" will look different for primary and intermediate. In 5th grade, I can teach whole-class for 20 minutes and then have independent practice or guided instruction for an hour, and they will succeed. I am not sure that is true for the younger kiddos, especially after subbing for Angie for a day - God bless you all! ;)

On page 132, the book discusses an established schedule that alternates between whole class and small group. It will create predictability. The best part about 5th graders...they keep you on schedule and they also want THEIR time with you. So I have tried my best, some times better than others, to create this type of schedule and it works well for Math, Writing, and Reading.
80 minutes total=
20 minutes - Wholes Class (Using a power lesson, or some sort of student engagement.)
20 minutes - Guided Practice (Carefully checking to see which student needs remediation or extent ion.)
15 minutes - 1st Small Group - Remediation - The rest of the class could be extending or move onto independent practice.
15 minutes - 2nd Small Group --Remediation or Extension
10 minutes - Conclusion Activity

An important point on page 133..."Not everything can be done in small groups." Sometimes my whole class needs me to teach something differently. If my WHOLE class needs it, I will not small group. I will figure out another way to teach the same concept, or find another example. Sometimes students are the best at explaining it too. Happy reading.
Posted by Sara W.

Flexible Grouping - Module 3

I am so excited to share about this idea that I had at the very end of last year...and it coincides nicely with Module 3: for reading, I will be flexible grouping based on concept, and also grouping using fluency and comprehension levels. I'll explain. I will have two types of small groups going on: one will be concept based-solely. For example, if 5 students do not get cause/effect, they will be grouped for that. They will also meet in another group, and not necessarily with each other, for basic comprehension and fluency skills. My "concept" groups will be extremely fluid, changing regularly, possibly after each DOL. My fluency/comprehension groups will be fluid, but will
change like they have in the past. They are evaluated using Dibels, CBM, and MMH unit tests every three to four weeks. Because forming more small groups can be less efficient, I will utilize the help of an interventionist for this idea.

This idea came to me because I change my small groups daily in math. If a student needs to work on long division (as remediation), I will small group that student, but if they don't I extend them. Why wouldn't we do this in reading as well?

I am one of those teachers that has to put things into practice to know how it is going to work EXACTLY. So I this will be one that I will be discussing as our group starts this year.
Posted by Sara W.

Module Two ideas

Module Two had many great communication procedures, I thought. I loved her ideas on page 43 of the specific ways to teacher students to communicate. I'm not sure why I assume that students should just know how to do it, but I fall into that trap. Has anyone taught other student communication procedures not mentioned in Vicky's list?

The second item that really got me to thinking was the expectations at Workstations/Learning Centers. Vicky states, "Students attending a workstation should be allowed to work collaboratively...Mastery is not expected at workstations so students are encouraged to share thier ideas and work." I remember when I attended her conference she said things like word/picture sorts would good activities. I feel like the center ideas that come with our basil programs are geared toward mastery level. This really makes me rethink the items I have students use in centers if they shouldn't be geared to mastery level? So... ya'll beside picture/word sorts what are you going to use in your workstations? Can't wait for your great ideas!!!!! Olive

Module One - Ideas

I like the ideas of having students manage the classroom systems. I usually start out doing many jobs myself and as the year progresses, hand them off gradually to the students. I think I am going to start with the students managing them from the beginning as a change for next year. I will be recreating my job system this summer. I also use the "Do/Done" folder idea already for students that need to have a little extra help with organization, calling it "Keep/Turn-In." I am going to implement this for EVERY student on day one. I am interested to hear from everyone else (and will keep reading) to know if you think this type of folder can go back and forth between school and home in 5th grade? In other words, if they don't finish something, and it is still in the "Do" side, should they take their folder home for homework? Or do you think this should just be a folder left at school for classwork to manage students while I small group? Posted by Sara W.

Our Book Study Begins

The school year is ending, summer is beginning, and it is in our nature, as educators, to carry on our learning throughout summer, so let the book study begin! We have all decided that a blog will help us keep connected throughout the summer. What a great idea. The plan: read the book over summer, blog about it, and then implement it while discussing ideas with each other during the 2010-2011 school year. Happy reading book club members! Posted by Sara W.