Preparing for Message Time Plus. Presented by Kelly Hunter, Director of Professional Development and Caryn Henning, Regional Manager

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1 Preparing for Message Time Plus Presented by Kelly Hunter, Director of Professional Development and Caryn Henning, Regional Manager

2 Today s Goals: Introduction to the CLI organization Learn how CLI s MTP will support district goals See Message Time Plus in action Reflect on our classroom environment Set goals for preparing for MTP

3 CLI is a non-profit organization Founded in 1988 Main office: Philadelphia Satellite office: Chicago Some CLI districts include: Boston, MA; Newark; NJ, New York, NY; White Plains, NY; Philadelphia, PA; Baltimore, MD; Washington, D.C.; Vineland, NJ; Chicago, IL

4 District Goals: 1. Academic rigor 2. Student engagement 3. Student intervention and support Professional development foci to address the goals: Message Time Plus with Children s Literacy Initiative Open-ended questions with Dr. Barbara Wasik of Johns Hopkins Writing

5 What is Message Time Plus? With the growing demands of curriculum and accountability, classroom teachers have a need for instructional practices that teach the components of reading such as phonemic awareness, phonics, vocabulary, fluency and comprehension as well as writing such as concepts of print, grammar, punctuation, spelling, and genres and oral language development in an integrated and efficient way. Message Time Plus is a modeled writing and shared reading practice that is purposefully planned to teach these areas in a meaningful context while engaging and meeting the needs of all learners. In the training, participants learn about this seven-step process through the modeling and examination of each step, the exploration of various lesson plans, and the planning of lessons that can be implemented in the classroom immediately.

6 How does Message Time Plus support Baltimore City Public Schools goals? District Goals Message Time Plus Academic rigor The teacher models writing that is at and above students levels so when students participate in the shared reading they are presented with a rigorous lesson that challenges and stretches them in their zone of proximal development. Student engagement As the lesson is structured to provide multiple opportunities for student engagement from the start of the think aloud to the final shared reading, the teacher engages all of the students with various teaching strategies such as turn-n-talk, posing open-ended questions, sky or palm writing, and group share. Student intervention support The teacher calls individual students to the board to scaffold their learning starting with what the child knows. This is an opportunity to do an assessment of the student and then provide a mini-lessons to further their development. After the lesson, the teacher reflects on the student assessment to plan other aspects of instruction including their next MTP lesson.

7 District Professional Development Plans To implement MTP, the district is providing ongoing trainings. You won t want to miss them! Introduction: Preparing for Message Time Plus (today s training) Message Time Plus I Message Time Plus II

8 Message Time Plus A Modeled Writing/Shared Reading instructional practice

9 Why use Message Time Plus? MTP has become the favorite tool of the teachers who use it because it can do so much in a short time period. As demands for meeting content and strategy standards, conducting assessments, and creating direct instructional time increase, while other demands on teachers time are not decreased, highly effective and classroomproven tools are vital. MTP is this kind of tool, and can easily become the most effective 25 minutes of your day

10 Connected to a read aloud book -Eating by Ann Morris

11 Integrates vocabulary -your, know, make, what, all

12 Why is Message Time Plus successful? Students have the opportunity to: Respond to print at their own developmental level Increase their knowledge of print convention and concepts about print Learn how and why to think before they write See the spoken word written down Increase HFW recognition and rich vocabulary in a meaningful context See reading strategies modeled See written language in a meaningful context Work in their Zone of Proximal Development

13 Student Goals What literacy skills do your students need to be developing and practicing? Turn and talk with the person next to you. Write these goals on your viewing lens.

14 Seeing MTP in action Viewing Lens Student literacy goals 1. Are there opportunities to meet these goals using MTP? How does the environment support meeting these goals? 2. 3.

15 Sharing the evidence Turn and talk to someone at your table

16 What will you need to get started? Learning environment setup Classroom routines and rituals Resources Good children s literature for read alouds White board and markers for your message

17 Teachers Effective Literacy Practices General Elements of Effective Teaching Literacy Environment (Today s focus to get your classroom ready for MTP) Small Group and Individualized Learning Message Time Plus (MTP) Effective Practices in the Areas of Reading Instruction The Workshop Model Writing

18 Learning environment that supports MTP

19 Setting Goals Using the TELP to set goals for preparing your environment Teachers Effective Literacy Practices- Environment Classroom contains a library corner w/ books and comfortable seating in a quiet area Book collection is appropriate and balanced The library corner is the classroom's focal point Quality books are displayed with the front covers facing out All books used in the classroom are in good condition A home lending library with a checkout system is in regular use by the class Clusters of books are organized according to theme, genre, and/or author Books are displayed at different stations/centers around the classroom Leveled books are sorted by difficulty and available for independent reading Learning areas reflect a cozy, home-like environment

20 Literacy Environment TELP continued.. Classroom is designed to meet the needs of various learners Classroom contains a large-group meeting area Classroom contains small-group learning areas Classroom contains an area for small-group or individual meetings with students 90% of classroom space is dedicated to children's learning Classroom appears well organized, uncluttered and appealing Children utilize purposeful and clearly defined spaces in the classroom Teacher establishes routines and rituals through mini-lessons Students participate in the organization, management, and upkeep of the literacy environment Teacher works with school schedule to maximize uninterrupted literacy opportunities Now. What does it look like?

21 Print as resource Word Wall words located near MTP board

22 Student-made alphabet located near the MTP board

23 Anchor charts that support MTP routines and rituals such as Turn and Talk

24 Taking a closer look at the environment

25 Reading Anchor Charts

26 Space for large group meetings, read alouds, MTP, mini-lessons, shared reading and writing events

27 Books for read alouds

28 Reading/library corner

29 Quality children s books neatly organized and accessible

30 Space for learning centers

31 Setting Goals Using the TELP to set goals for preparing your environment Review the TELP learning environment rubric Set three goals for your environment What steps do you need to take to achieve these goals? How will these changes support you in getting ready for MTP?

32 What teachers are saying.. Pre-K teacher, Washington DC: MTP has been very useful for my students. My three-year-old students have gained a lot from this strategy. MTP has always motivated them and increases their selfconfidence. Teacher, Phila: The first time I did Message Time Plus, it was magic! I knew I would never go a day without it. Teacher, Kindergarten, Vineland (NJ): During reading centers I overheard the children in the library area. (I have high frequency word cards, markers, and a dry erase board in the center). One little girl was pretending to be the teacher and was writing a message. When she finished she said, Now, let s see what you know in my message. She called a few children up to find something they know. She even attempted scaffolding. I wish I had a video. It s quite a lesson in itself to sit and watch the children mimic you. It was a great spontaneous learning experience (for all of us).

33 What teachers are saying. PD, White Plains (NY): As a group, the first grade teachers in one school reluctantly agreed to be trained by CLI. Although they were a little unsure of how helpful or beneficial CLI would be, they began doing Message Time Plus on a daily basis, created a Word Wall, and developed a tier 2 word bank using pictures from literature. Three months later, the teachers have been amazed how the students are using tier 2 words in their daily vocabulary. They have also noticed how much the students have gained from MTP. Since they gave it a go, they are truly on board and believers! PD, Chicago: One teacher commented that her students were always finding letters and words all over the classroom, in the hall, etc. She even had parents coming in to see what MTP was all about because their children were always talking about message time. What a great example of how much students love MTP and how MTP extends beyond the classroom

34 Next steps: Getting your environment ready for MTP What should you do after leaving today? 1. Set up your learning environment to prepare for MTP 2. Attend the next MTP training: MTP I 3. Then, try MTP in your class 4. Next, attend MTP II training 5. Continue to develop your MTP lessons and practice with students and watch the results!

35 Questions

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