Guided Reading Stations are Great for Multi-Teacher Classrooms!

Yesterday was great because...
1) It was pajama day!
2) I was able to take pictures of the amazing kindergarten and first grade teams using station teaching to instruct all students during reading time.

Many co-teachers will tell you that having other adults in the room can be wonderful but it also can be tricky. How do you utilize every general education teacher, learning specialist, paraprofessional, speech therapist, social worker, and occupational therapist that comes in to provide supports? 

Here are some great examples from our kindergarten and first grade teams. Some professionals are working in small groups, some are working individually with students, some are teaching and some are managing more independent centers. Whatever the focus, it's clear that every adult in both of these classrooms has a role, knows their role, and is able to support students in meaningful ways.  

Take a look at how each professional is working with a group of students in a different area of the room.
Check out this class of 30+ first graders! Some groups are working with teachers and others are working on an independent activity.
In both K and first, teachers are using small groups of varying sizes to teach specific reading skills.
      

 

Below are some pictures from our kindergarteners and first graders working independently. When I took these pictures, I noticed that every single student was focused on their work and knew exactly what needed to get done. 


Here is an example of students working on two different activities at the same table.
The first grade class uses the Time Timer as a reminder to switch to their next station after 20 minutes.






Comments

  1. Janet WalshJanuary 26, 2016 at 5:38 PM

    Julia Snider, I think you ROCK. You are so supportive and positive. Thank you for all that you do.
    Janet Walsh

    ReplyDelete

Post a Comment

Popular posts from this blog

Accommodation and Modification Checklist

Image
Question:  As an Inclusion Facilitator, I am often asked about modifying and accommodating work to meet individual student needs. Whenever this happens, I immediately ask for samples of student work. Modifying and accommodating for students is so individualized in nature that the A/M section on the student's IEP isn't enough information to tell me what the student needs. The reality is that what works for one student in one class with one set of co-teachers (or one teacher) might not work for another student in the same grade in a different classroom. The IEP is the most individualized document in town and we need to remember the specific student every step of the way.  I look at the following: Student IEP goals Student IEP modifications and accommodations Student strengths General education teacher and learning specialist personalities and teaching style Lesson and unit plans Specific activities Student work Resource: Jenn Kurth's unit based approach to...
Read more

Co-Teaching Spotlight: Parallel Instruction

Image
I'm continuing with Julia's Rocking Co-Teaching Series . Click here to read more about team teaching. Okay, onto the next model! Model: Parallel Instruction Definition: "Teachers break the class into two heterogeneous groups and each instructs half of the class" ( Collaborative Teaching in Elementary Schools by Wendy W. Murawski ). What does it look like? Groups facing away from one another and teachers facing one another to limit distractions and noise Two teachers teach the same content in the same way OR  Two teachers teach the same content in a different way ( Collaborative Teaching in Elementary Schools by Wendy W. Murawski )  Notice how the two teachers are facing each other and the groups of students are facing away from one another. Both teachers are teaching the same content in the same way. Notice in this video the quick transition from full class to parallel instruction. The teachers are teaching the same content in a different ...
Read more

Support #5: Modified Rubrics

Image
Happy Monday! Here in the Chicago Public Schools, we have ten days left with students. That means ten more supports that can be used in the inclusive classroom. Let's kick it! A great way to grade modified projects, presentations, essays, or any multiple step activity is to use a rubric. I am a big fan of the modified rubric. You are able to incorporate IEP goals (including Independent Functioning goals) into the classroom lesson and unit plans. The picture on the left is an unmodified rubric provided for a seventh grade essay. The one on the right is modified and incorporates modifications and goals that are in the student's IEP. I set up modified rubrics so that a 70% corresponds with the IEP goal or the student's individual unit objectives. If a student meets expectations, they will earn a C. Students that go above and beyond the expectation can earn a B or an A. Students who do not meet the expectations can earn a D or F. Here is an example of a stud...
Read more