Creating and organizing literate environments ppt niu 6.24.13
- 1. C R E A T I N G A N D O R G A N I Z I N G A L I T E R A T E E N V I R O N M E N T C O N D U C I V E T O L E A R N I N G GETTING STARTED WITH THE COMPREHENSIVE LITERACY MODEL LEANNE BONGERS CANDICE JOHNSON CLM MODEL CLASSROOM TEACHER GRADES 3-5 LITERACY COACH bongersl@fortschools.org johnsonc@fortschools.org School District of Fort Atkinson - Wisconsin www.fortschools.org and www.fortschoolspcl.org June 2013 GO!
- 3. GETTING A PULSE: HEARING ALL VOICES
- 4. GETTING STARTED WITH CLM: CREATING AND ORGANIZING A LITERATE ENVIRONMENT • The purpose of this document is to help you get started setting up your CLM classroom. The ESAIL tool, developed by Dr. Linda Dorn, describes the criterion required for you to create and organize your “model classroom.” The following information aligns to the ESAIL criterion to help you make sure you have all the components needed to ensure students progress and achieve in literacy. *ESAIL published in Interventions That Work (Dorn & Soffos, 2011a)
- 5. GETTING STARTED WITH CLM : CREATING AND ORGANIZING A LITERATE ENVIRONMENT • You may already have some of these components in place, which is great! You may find the need to “tweak” a few things to better align with criteria, or you may need to open your mind to start something new! Whatever the case, you will have the support of a coach and other model classroom teachers to help you along the way! • Many people find the process of redesigning their classrooms to be a breath of fresh air. The key is always “less is more,” so many people purge and start with a blank slate. Opening your mind to rearranging your classroom to better support literacy instruction is the key to starting anew!
- 6. T H E H E A R T B E A T O F T H E C L A S S R O O M DESIGNING THE CLASSROOM LIBRARY:
- 7. IMPLEMENTATION OF AN ORGANIZED CLASSROOM LIBRARY • ESAIL CRITERION 2: ORGANIZES THE CLASSROOM • Descriptor 6: Classroom libraries contain an abundant amount of reading material across genres, authors and topics. • Descriptor 8: Books in classroom library are organized and labeled according to genre, topic and/or by author. • PURPOSE: • Provides students with easy access to rich, diverse, high-quality literature • CLM MODEL CLASSROOM GOAL: • Create a space for the classroom library to become the “heartbeat” of the classroom with rich, diverse, high-quality literature as the central focus
- 8. HOW TO GET STARTED: Use $500 stipend to purchase books to build up and diversify your classroom library • Focus on purchasing nonfiction and persuasive/ argumentative texts to align with CCSS expectations • Purchase texts that align with genre focus/units of study
- 9. HOW TO GET STARTED: Design and create an inviting classroom library space Organize library with shelving easily accessible to students Things to add to your library…. • rugs • lamps • couch/chairs/futon • flowers/plants • art • stuffed animals of book characters
- 10. HOW TO GET STARTED: • Lamps • Rugs • Shelving • Books easily accessible
- 11. HOW TO GET STARTED: • Lamps • Gaming Chairs
- 12. HOW TO GET STARTED: •Maybe a bathtub?! Ask: What makes your space special yet promotes learning and literacy?
- 13. HOW TO GET STARTED: Rotate who sits in the tub or special chairs each week so there is never any question!
- 14. HOW TO GET STARTED: * Old chairs
- 15. HOW TO GET STARTED: Organize books into bins (1 color fiction, 1 color nonfiction, and 1 color mixed fiction/nonfiction) white baskets for fiction grey baskets for mixed fiction and nonfiction blue baskets for nonfiction
- 16. HOW TO GET STARTED: Organize book bins by applying appropriate labels purple labels for genre/topic/themes yellow labels for authors/series white labels for mixed fiction and nonfiction
- 17. HOW TO GET STARTED: Add labels to books so they can easily be returned to the correct bins • Book label should match label on bin/basket • Consider having a “Help Me” basket where students can place books if they cannot find the bin/basket where the book belongs
- 18. HOW TO GET STARTED: Organize book bins by applying appropriate labels
- 19. HOW TO GET STARTED: Organize book bins by applying appropriate labels •White baskets with purple labels (fiction genres) •Blue baskets with purple labels (non-fiction genres) * Truly the „heartbeat‟ of our classroom – we spend a lot of time in our classroom library…
- 20. HOW TO GET STARTED: Add labels to books so they can easily be returned to the correct bins * Red Dot: Indicates it is a mentor text. Students may read but the book cannot leave the room!
- 21. Learning from different mentor texts transfers into students‟ Thoughtful Logs for students to practice strategies independently. Mentor Texts
- 22. HOW TO GET STARTED: Organize book bins by applying appropriate labels * Grey baskets for mentor texts used throughout the year for 6-traits and genres
- 23. HOW TO GET STARTED: Establish routines for using the classroom library, checking out books, and selecting texts
- 24. HOW TO GET STARTED: Establish routines for using the classroom library and checking out books by creating a check-out schedule/day to use the library • Create a check-out schedule for students to use the library • Helps to foster purposeful use of library and purposeful selection of texts • Students can then use most of independent reading time every day for READING
- 25. HOW TO GET STARTED: *Consider closing off your classroom library until students learn how to use it. *Having a library in the classroom is a PRIVILEGE!
- 26. HOW TO GET STARTED: *Co-construct a letter to your principal to invite him or her to be the ribbon cutter at the opening of your classroom library!
- 27. C R E A T E A N D D E S I G N S P A C E S F O R P L A N N I N G , T E A C H I N G , A N D L E A R N I N G IMPLEMENTATION OF A WELL-ORGANIZED CLASSROOM:
- 28. IMPLEMENTATION OF A WELL-ORGANIZED CLASSROOM • ESAIL CRITERION 2: ORGANIZES THE CLASSROOM • Descriptor 2: Classroom is designed for whole group, small group and individual teaching and learning. • Descriptor 3: Teachers’ workspace and instructional materials are organized for teaching and learning. • Descriptor 4: Students’ materials are organized and easily accessible. • Descriptor 7: Literature for daily instruction is organized and accessible. • PURPOSE: • Provides students with organizational skills and strategies needed to meet the rigorous demands and daily routines of the reading and writing workshop • CLM MODEL CLASSROOM GOAL: • Design and organize the classroom environment to reflect the value and importance of literacy learning to facilitate easy access to literacy tools for teacher and students
- 29. HOW TO GET STARTED: Design and organize whole group learning area to accommodate space for all learners with supplies readily and easily accessible (i.e. easel, anchor chart paper, markers, highlighter tape, mentor texts) • Design space for whole-group instruction • close to SMARTBoard • close to document camera • area rug for students to gather • organize space in easel to have makers, highlighter tape, post-its, mentor texts etc. (desk drawer organizers work well on the shelf in the easel)
- 30. WHOLE-GROUP INSTRUCTION •Back carpet area w/ easel -or- • Desks facing Smartboard
- 31. HOW TO GET STARTED: Design and organize small-group teaching area to accommodate all learners with supplies readily and easily accessible (i.e. table, chairs, tabletop easel, guided reading/literature discussion group texts, pencils) • Design space next to table to organize materials for small-group instruction • pull-out drawers for each group • bins for each group • drawers with post- its/pens/tape easily accessible
- 32. HOW TO GET STARTED: Design and organize teacher instructional materials (teacher manuals, lesson plan book, formative assessment binders, teacher desk/bookshelves, etc.)
- 33. Desks Desks (24 Kids) Desks Desks Desks Storage Small-Group Work Table Shelving Small-Group Instruction Tub Whole- Group Carpet Area Shelving Shelving Storage Teacher Desk Storage Small-Group Work Area/ Comfy Chairs Door Smartboard
- 34. HOW TO GET STARTED: Design and organize storage and display of mentor texts for easy access (bins, bookshelves, display ledge, crates, etc.)
- 35. HOW TO GET STARTED: * Have space for students to access mentor texts after you use them.
- 36. HOW TO GET STARTED: Provide organizational tools for students (i.e. independent reading boxes, writing process binders/portfolios, published writing portfolios, seat chair covers) • Provide students with independent reading boxes/literacy bins to store… • read-to-self books • thoughtful logs • writing process binders • Provide students with seat chair covers to store… • whiteboards • erasers • markers • clipboards
- 37. HOW TO GET STARTED: Provide a space for a “writing center” so students can easily access writing process tools independently and a writing process binder for independent writing • Provide students with… • dictionaries • thesauri • drawers/bins for writing process tools • prewrite sheets • draft paper • revising/editing checklists • Provide students with a writing process binder or folder to help them organize supplies and texts for independent writing • folder/sleeve for each stage of the process • pouch for draft/revise/edit pens
- 38. HOW TO GET STARTED: * Bins with students writing binders, Thoughtful Logs, and ind. reading books
- 39. H O N O R A N D V A L I D A T E T H E I M P O R T A N T W O R K O F R E A D E R S A N D W R I T E R S DISPLAYING STUDENT WORK:
- 40. DISPLAYING STUDENT WORK • ESAIL CRITERION 1: CREATES A LITERATE ENVIRONMENT • Descriptor 1: Reading responses through writing (thoughtful log entries) are displayed on walls and in hallways. • Descriptor 2. Writing drafts and/or published pieces are displayed on walls and in hallways. • PURPOSE: • Honors students and validates their work as readers and writers • Makes learning and thinking visible to a larger community of readers and writers • CLM MODEL CLASSROOM GOAL: • Change displayed worked quarterly (minimally)
- 41. HOW TO GET STARTED: Find wall space in classroom and hallway to display thoughtful log entries and writer’s workshop pieces • Find space in classroom and hallway to display writing from writer‟s workshop • consider adding “Meet the Author” biographies next to work to validate work as real authors • change work minimally once a quarter
- 42. HOW TO GET STARTED: Find wall space in classroom and hallway to display thoughtful log entries and writer’s workshop pieces • Find space in classroom and hallway to display writing about reading / thoughtful log entries • consider titling space “Thoughtful Responses” • provides students with “mentor texts” of quality, deep, thick written responses to writing • consider posting thoughtful log responses from LDGs
- 43. HOW TO GET STARTED: Find wall space in classroom and hallway to display thoughtful log entries and writer’s workshop pieces
- 44. HOW TO GET STARTED: * Thoughtful Responses
- 45. HOW TO GET STARTED: Find wall space in classroom and hallway to display thoughtful log entries and writer’s workshop pieces
- 46. M A K E T H I N K I N G A N D L E A R N I N G V I S I B L E IMPLEMENT CO-CONSTRUCTED ANCHOR CHARTS:
- 47. IMPLEMENTING CO-CONSTRUCTED ANCHOR CHARTS • ESAIL CRITERION 1: CREATES A LITERATE ENVIRONMENT • Descriptor 4: Co-constructed language charts embrace student language and are displayed on walls and in students’ notebooks. • PURPOSE: • Makes learning and thinking visible • Promotes acquisition and transfer of skills as learning moves from the wall (anchor chart), to the thoughtful log (resource tool for help/problem-solving), to the brain (self-regulation) • CLM MODEL CLASSROOM GOAL: • Create co-constructed anchor charts across the curriculum in ALL subject areas • Organize display of anchor charts to make them easy to find and access
- 48. HOW TO GET STARTED: Organize display of anchor charts to make them easy to find and access by labeling/grouping them and designating wall space for each subject area • Use sentence strips to organize and display anchor charts
- 49. HOW TO GET STARTED: Organize display of anchor charts to make them easy to find and access by labeling/grouping them and designating wall space for each subject area •Anchors teaching point •Co-constructed
- 50. HOW TO GET STARTED: Organize display of anchor charts to make them easy to find and access by labeling/grouping them and designating wall space for each subject area * Displayed in layers for easy access
- 51. HOW TO GET STARTED: Organize display of anchor charts to make them easy to find and access by labeling/grouping them and designating wall space for each subject area
- 53. Anchor charts eventually transfer into Thoughtful Logs to promote independence.
- 54. W H A T T O T E A C H T H E F I R S T 2 0 D A Y S MOVING INTO EXPLICIT, HIGH-QUALITY INSTRUCTION:
- 55. WHAT TO TEACH THE FIRST 20 DAYS • CLASSROOM ROUTINES/PROCEDURES • Teach Independent Reading Expectations (See slide 62.) • 1. Find a spot to read. • 2. Start reading right away. • 3. Read the whole time (independent book or LDG text). • 4. Be strategic…use strategies to help you comprehend! • 5. Flag thinking or respond in thoughtful log. • Teach Independent Writing Expectations • 1. Find a spot to write. • 2. Start writing right away. • 3. Write the whole time. • 4. Use the writing process and think about the 6 Traits. • 5. Conference and reflect to make your writing stronger. • Teach Turn and Talk Expectations • 1. Sit elbow-elbow-knee-knee. • 2. Make eye contact. • 3. Think about what is being said. • 4. Say something meaningful. • 5. Use a 1-2 voice level.
- 56. WHAT TO TEACH THE FIRST 20 DAYS • CLASSROOM ROUTINES/PROCEDURES • Teach use of classroom library and selecting/previewing text. • (See slides 23 and 24.) • Teach purposeful use of the thoughtful log. • 1. How to write about your thinking. (See slides 57-62.) • 2. How to use each section of the log. (See slide 63.) • Teach use of purposeful talk (See slide 64.) • 1. Hear All Voices (See slide 65.) • 2. Say Something Meaningful • 3. Listen with Intent • 4. Keep the Lines of Thinking Alive (See slide 66.) • 5. Be Flexible with Your Thinking. • Develop Common Expectations for Whole-Group Meeting/Instruction Space • 1. Sit criss-cross with hands in lap. • 2. Zero voice level. • 3. Supplies on the floor in front of you. • 4. Sit by someone who will help you learn. • 5. Eyes on the speaker and think about the learning.
- 58. Guided Practice: Students „try on the skill‟ in close proximity to the teacher moments after you teach it GUIDED PRACTICE:
- 63. Grades K-2 Thoughtful Log TABS: - My Thoughts - Genre Learning - Powerful Words & Phrases - Word Work Grades 3-5 Thoughtful Log TABS: - My Thoughts - Genre Learning - Powerful Words & Phrases - Author’s Craft - My Strategies
- 64. -Explicitly teach each of these using mini- lesson protocol -Teach each skill without text first -Then teach each skill using text Purposeful Talk
- 66. Keep the Lines of Thinking Alive - Model weak and strong examples
- 67. WHAT TO TEACH THE FIRST 20 DAYS • Teach the 10 STRATEGIC READING BEHAVIORS, Teaching for Deep Comprehension, CHAPTER 4, P. 42 • Reread • Preview and survey text • Ask questions before, during, and after reading • Read aloud to clarify thinking • Use story structure, text genre, and writing conventions • Use text aids to extend meaning • Mark texts and record notes (flag thinking) • Use context clues to infer meaning • Write about your thinking in your thoughtful log. Discuss ideas with others