Cyber Monday Sale!

To celebrate Cyber Monday, I will be having a sale on my top sellers in my Teachers Pay Teachers Store.  You can check it out here:  http://www.teacherspayteachers.com/Store/Cookie-Navarro

Any purchase made on my literacy coaching products will have a 10% discount this Monday only.  Happy coaching!

McGraw-Hill and Differentiated Instruction

I am loving the new Readers Writers Workshop and how it helps our teachers put the gradual release model into effect.  It is so much easier to say the RWW is for modeling, but once the students read the anthology or the paired reading it is solely group work and independent work.

But, what I am not loving is the differentiated instruction aspect of it.  Why?  Well, first of all it gives our teachers a false sense of what true differentiated instruction is.  Because a lot of our teachers think, "Well, the curriculum tells me to use these materials, then I must." To a certain extent we should use the materials from our curriculum, but what if those materials do not meet the needs of your students?  If you analyze the Lexile levels listed within the McGraw-Hill, you will find that the resources for the approaching level is ON grade level.  And those of us who assumed that we could use the ELL leveled resources for our lowest students have found that often times these books are even higher than the approaching and on level texts!  Take a look at one example from the 3rd grade resources:

We've started to address our differentiated instruction by pulling in other resources.  Does this frustrate your teachers?  What have you or will you do to ensure that your resources are aligned to each group's data?

What to Watch for in a Modeled Lesson

     

     When I first became a literacy coach, I modeled lesson after lesson for my new teachers.  My hope was that they would emulate the effective teaching practices I was modeling.  For example, during a modeled  lesson using the gradual release model, I stated that the teacher's was to focus on the gradual release model and watch for when I went through each of the components:  I do.  We do.  They do.  You do.   I used a powerpoint that stated each of the components on the slides as we worked through the lesson.  The kids were engaged in collaborative discussions and the students responded with an extended response question in their interactive journals.  I even stated exactly what part of the gradual release model we were working in, to help the teacher identify each of the components.  When we debriefed later that day, the teacher said, "I learned so much!  Thank you."  I then asked, "What was your biggest take-away?"  She said, "I never knew Benjamin Franklin could speak five languages."  ::wat-waaaaa::

It's sad to say, but this happens more times than not.  How many times have you experienced teachers who watched a lesson you modeled for the “content-value” of it, and not as a tool to guide their own instruction.  We discuss what their area of focus should be, but the comments are always about how interesting the story is, or what they learned from the text.  

       The goal of a modeled lesson is to provide best practices by way of a real-life example. 

To assist my teachers in dissecting the lesson for effective teaching strategies, I came up with, “What to Watch for in a Modeled Lesson.”  This resource provides a way for your teachers to become engaged with the modeled lesson.  It transforms the teacher from observer to learner.  It also provides the literacy coach with a debriefing tool to guide future discussions and modeling sessions.  

This resource includes separate protocols for observing each of the following components of the reading block: 

• Ø The entire reading block
• Ø Opening routine
• Ø Whole group instruction
• Ø Gradual Release
• Ø Differentiated Instruction (Instructional Format)
• Ø Differentiated Instruction (Management)
• Ø Higher Order Questioning
• Ø Rigorous Instruction

Here's how it works.  After discussing what area the teacher would like to make improvements on, or after observing and identifying an area in need of improving, the coach would schedule a modeling session.  

Then, the literacy coach would discuss the protocol and how to use it with the teacher.  The teacher will complete the protocol while the coach models the lesson.  Then, they would debrief using the protocol.  Since I started using them, I have seen a huge change in the comments from the teachers.  I have also noticed them incorporating the strategies we focused on.  An added bonus  is that teachers now use them with model teachers!  It's like teaching the kids to use a rubric before they write.  

Check it out in my TPT store:  What to Watch for in a Modeled Lesson  

Introducing Differentiated Instruction in Your Classroom

     Teachers have commented on numerous occasions how difficult it is to introduce centers to very young children.  The main reason is managing those students who are not working directly with the teacher.  This resource, Introducing Differentiated Instruction in Your Classroom (Grades K-2) provides the teacher with explicit and systemized instructions for teaching your students how to independently work in centers.  It answers the most important question for teachers using differentiated instruction,

“How do I get all of the kids to meaningfully work without my assistance?” 

     I wrote my latest resource to help new teachers roll out D.I. in their own classrooms.  But, in using it, I've found that seasoned teachers have benefitted from the step-by-step instructions used to teach even the youngest students.  

As a coach, I've modeled the procedures for several teachers now, while they've followed along using the guide.  It has made introducing centers a piece of cake!  

Take a look at what is included in this 14-paged resource:  

·      Detailed list of materials for each center

·      A 15-day plan with explicit instructions on what to say and do when introducing each center

·      Center Rules (Ready for Posting)

·      Center-Specific Procedures (Ready for Posting)

·      Kid-Friendly Direction Cards for each center (Ready for Posting)

·      Sample Rotation Chart

·      Table Captain Labels

Here is a sample of one of the posters ready for posting:

For more information, you may email me at cookietea@aol.com and check out the preview in my Teachers Pay Teachers store:  

http://www.teacherspayteachers.com/Product/Introducing-Differentiated-Instruction-in-Your-Classroom-907198

Common Core Story Map

Not only are the standards new, but our strategies need to be revamped too.  Gone is the old story map that had kids track each event all the way to the climax and back down to the resolution.  Now, there is a new and improved story map, that encourages our students to think critically.

The Common Core Story Map is a one-paged document; however, it is one you will use again and again with any fictional story, poem, or drama.  Students are asked to recall details from the text, synthesize them, and then prove their analysis of the information by citing directly from the text.

If you would like a copy, please leave a comment with your email address.  As always, you may also get a copy from my TPT store:  http://www.teacherspayteachers.com/Product/Common-Core-Story-Map-838134

Common Core Close Read 101

I just posted a new resource on Teachers Pay Teachers:
http://www.teacherspayteachers.com/Product/Common-Core-Close-Read-101-836594

I read TONS of articles and blogs about having our kids conduct a close read of the texts they read.  Most of what I've read is geared towards the middle school and beyond student.  The teachers I work with are in elementary schools.  So, I wanted to put together an easy way for us to get started using the close read.  So, I came up with this handy guide.

When I presented it to teachers 2 weeks ago, I heard lots of great comments.  The main comment was how easy it is to understand and use.  I explained how to plan for the close read, what types of text to select, and how to determine the "think marks" for each of the "reads."  This tool is not by any means the only way to conduct a close read; however, for those of us who didn't learn how to teach this way (me included), it is a wonderful kick start to the process.

Included in the resource is a handy guide to unwrap the standards.  Once you unwrap the standard, you will easily know what skills your students need to know before they are able to fully understand and address the entire standard.  I've even added an example of the whole "unwrapping" process.

This is one resource you will use again and again.  The best part is, it's only $3.50! Let me know how it works in your classroom.  

Primary Fluency Intervention

As teachers, we make sure our Kindergartners know all of their letters and all of their sounds, but we usually don't make sure our students are able to recall them quickly enough so that blending comes easily.  Last year, I analyzed our K-2 data very closely.  Our kids made great strides in being able to name all of their letters and recall all of the sounds.  But, I noticed their fluency rate was way below what the norm should be.  I needed to look into how to help our kids.  

According to research, children must be able to recite up to 50 letter sounds in one minute, in order to begin blending effectively. Although I found plenty of resources to help students with blending, there really wasn't much out there besides flashcards to help with letter name and letter sound recognition.  So, I put together a resource and a protocol for our teachers to follow. 

 This resource is designed to take 5 minutes each day during differentiated instruction.  It turned out to be very effective and extremely simple to incorporate.  The teacher reads each letter at the top.  The small group repeats.  Then, the students buddy read the letters to each other.  After, the teacher models the procedure, she sets the timer for one minute and the students buddy read through the chart for that one minute.  

At the end of the minute, the letter/sound count tracker on the side makes it very easy to determine how many sounds the child read.  Because of the age of the children, the teacher quickly writes down the LSCPM (Letter Sounds Correct Per Minute) on the Daily Tracker.  At the end of 2 weeks, the teacher provides an Ongoing Progress Monitoring Assessment based on the same letters the child focused on all week.  The results of this one-minute check are added to the child's OPM tracker, which is also provided.  

This resource ensures students are able to become great decoders, in just 5 minutes a day. 

Included in this 22-page resource:
* Detailed instructional routine
* Fluency table that chart monthly intervention goals
* 16 weeks of letter name/sound fluency activities
* Ongoing Progress Monitoring Tracker
* Letter Name Correct Per Minute Daily Tracker
* Letter Sound Correct Per Minute Daily Tracker

You can find the Primary Fluency Intervention in my TPT store here:  http://www.teacherspayteachers.com/Product/Primary-Fluency-Intervention-833609