Suggested Pilot Schedules Kindergarten Collaborative Literacy During the Collaborative Literacy pilot, students in Kindergarten will be engaging with comprehensive reading and writing lessons. Reading intruction includes differentiated small-group reading instruction and whole-class comprehension and vocabulary lessons, independent reading practice which we call Individualized Daily Reading (IDR), shared reading, and handwriting lessons. Writing instruction includes whole-class lessons that focus on writing craft, elements of genre, language skills and conventions, and independent writing practice. Review this document to find information about: Suggested Pilot Instruction and Considerations (pages 1 7) Scope and Sequences (page 8) Prerequisite Instruction (pages 8 10) Scheduling Collaborative Literacy (pages 11 13) Suggested Pilot Instruction and Considerations The early weeks of Collaborative Literacy instruction focus on building community, establishing classroom routines, introducing students to instructional procedures, and building stamina and motivation for independent reading and writing. Research shows that increasing students sense of community increases academic performance, so we feel strongly about the importance of these early weeks. However, we know that not all pilots can start at the beginning of the school year, so we have identified the lessons that introduce students to cooperative structures and other procedures (see Prerequisite Instruction on pages 8 10). Pre-teaching these lessons, if possible, will help students participate fully in the lessons during the pilot. In addition, we have developed several different recommendations for instruction based on the most common pilot scenarios we ve encountered. These recommendations depend on several factors including: Pilot start date Duration of the pilot Students instructional needs while the pilot is taking place Students knowledge of cooperative structures and procedures The pages that follow provide general guidance for which lessons to teach from each component: Making Meaning (MM), Vocabulary Teaching Guide (VTG), Being a Reader (BR), and Being a Writer (BW). Center for the Collaborative Classroom Page 1 of 13 DRAFT 12/4/17
Making Meaning Pilots Lasting 8+ Weeks Start Date 1 4 weeks into the school year 5 12 weeks into the school year 13+ weeks into the school year Recommendations Begin Making Meaning instruction with Unit 1, Week 1, Day 1 Begin Vocabulary instruction with Week 1 Continue teaching the units/weeks sequentially until the end of the pilot Review the prerequisite instruction for Units 1 and 2 (see pages 8 9) and determine which lessons you might teach prior to beginning the pilot Begin Making Meaning instruction with Unit 3, Retelling: Fiction Begin Vocabulary instruction with Week 10 and skip the Ongoing Review activities Continue teaching the units/weeks sequentially until the end of the pilot Review the prerequisite instruction for Units 1 3 (see pages 8 9) and determine which lessons you might teach prior to beginning the pilot Begin Making Meaning instruction with Unit 4, Visualizing: Poetry and Fiction Begin Vocabulary instruction with Week 13 and skip the Ongoing Review activities Continue teaching the units/weeks sequentially until the end of the pilot Pilots Lasting 4 7 Weeks (Regardless of Start Date) Review the prerequisite instruction for Making Meaning (see pages 8 9) and consider whether your students would benefit from engaging in any of the lessons prior to starting the suggested pilot instruction. Teacher s Manual Unit 5 (3 weeks) Wondering: Fiction and Narrative Nonfiction Vocabulary Teaching Guide Week 16 Week 17 Week 18 Brave Bear A Letter to Amy Cats * Cookie s Week Umbrellas * Read-aloud Texts Unit 6 (4 weeks) Making Connections: Expository Nonfiction Week 19 Week 20 Week 21 Week 22 *Text is located in the Teacher s Manual. Doctors Help A Day in the Life of a Zookeeper Tools On the Go Trains Center for the Collaborative Classroom Page 2 of 13 12/4/17
Considerations for teaching comprehension lessons. Review the units you are not teaching to familiarize yourself with the instruction students would normally have prior to beginning the later units. Making Meaning lessons are taught two days per week. Throughout the pilot, consider days on which you can teach Extension, Technology Extension, and Writing About Reading activities (found after the IDR step of the lessons). Considerations for teaching IDR. We recommend scheduling IDR every day of the week (even if there is no scheduled Making Meaning lesson). Check the Do Ahead in each week to see if there are recommendations for the genre of books students should read during IDR. In some instances, in order to practice the strategy taught in the unit/week, the students need to be reading from a particular genre. Throughout the pilot, consider whether any of your students would benefit from targeted support using the IDR Mini-lessons (found in Appendix A of the Teacher s Manual). Considerations for teaching vocabulary lessons. There are three days of Vocabulary lessons and an Ongoing Review activity each week. If you are not teaching the vocabulary lessons beginning with Week 1, we recommend that you skip the Ongoing Review activities. Those activities review words that students will not have been introduced to. The same texts are used for the vocabulary lessons as are used for the comprehension lessons. To ensure that students have understood the book before it is used in vocabulary lessons, the book is introduced during the Making Meaning lesson first and used in the vocabulary lessons the next week. If you prefer to use the same text to teach both comprehension and vocabulary during the week, just make sure the read-aloud lesson(s) have been completed prior to doing the vocabulary instruction. Center for the Collaborative Classroom Page 3 of 13 12/4/17
Being a Reader Pilots Lasting 8+ Weeks Start Date Instructional Strand Recommendation 1 4 weeks into the school year Shared Reading Teach the weeks sequentially beginning with Week 1. Independent Work Teach the weeks sequentially beginning with Week 1 Handwriting Small-group Reading Learning Letter Names Begin instruction with Week 1 and continue teaching the weeks sequentially until the end of the pilot Teachers will need to give the Small-group Reading Placement Assessment to their students when indicated in the Week 4 Overview of the Teacher s Manual. Because Small-group Reading instruction is differentiated, instruction will vary for each group. Begin instruction with Lesson 1 and continue teaching the lessons sequentially until the end of the pilot 5+ weeks into the school year Shared Reading Independent Work Handwriting Small-group Reading Learning Letter Names Teach Weeks 3, 6, 7, and 9 and then continue teaching the weeks sequentially until the end of the pilot If your students need support with working independently in small groups, we recommend doing the following lessons: o Independent Work, Week 1, Day 1 o Independent Work, Week 2, Day 1 o Independent Work, Week 3, Day 1 o Independent Work, Week 5, Day 1 If your students are already working independently, you will not pilot any of the Being a Reader Independent Work lessons Review the Kindergarten Scope and Sequence and consider the skills your students need to learn in order to determine which week of Handwriting instruction to begin with. Capital letter formation instruction begins in Week 7. Administer the Small-group Reading Placement Assessment to students prior to beginning the pilot. Small-group Reading instruction can start in the first week of the pilot if independent work rotations are already established, or in the second week if doing the recommended prerequisite lessons If based on Placement Assessment data, you identify that you have students who do not know at least 21 letter names, you might consider creating a small group that focuses on letter names. You can download the Learning Letter Names Teacher s Manual from the General Resources section of the Learning Hub. Center for the Collaborative Classroom Page 4 of 13 12/4/17
Pilots Lasting 4 7 Weeks (Regardless of Start Date) Instructional Strand Recommendation Shared Reading Independent Work Handwriting Small-group Reading Learning Letter Names Teach: Weeks 3, 6, 7, and 9 12 If your students need support with working independently in small groups, we recommend doing the following lessons: o Independent Work, Week 1, Day 1 o Independent Work, Week 2, Day 1 o Independent Work, Week 3, Day 1 o Independent Work, Week 5, Day 1 If your students are already working independently, you will not pilot any of the Being a Reader Independent Work lessons Review the Kindergarten Scope and Sequence and consider the skills your students need to learn in order to determine which week of Handwriting instruction to begin with. Capital letter formation instruction begins in Week 7 Administer the Small-group Reading Placement Assessment to students prior to beginning the pilot. Small-group Reading instruction can start in the first week of the pilot if independent work rotations are already established, or in the second week if doing the recommended prerequisite lessons. If based on Placement Assessment data, you identify that you have students who do not know at least 21 letter names, you might consider creating a small group that focuses on letter name instruction. You can download the Learning Letter Names Teacher s Manual from the General Resources section of the Learning Hub. Considerations for teaching Shared Reading lessons. There are three Shared Reading lessons per week. Review the weeks you are not teaching to familiarize yourself with the instruction students would normally have prior to beginning the later weeks. Three-pronged folders are needed for poetry readers in Week 10. Considerations for starting Independent Work rotations. If you have already established Independent Work rotations in your classroom we recommend maintaining those rotations rather than introducing new procedures using the Being a Reader Independent Work lessons. Review the Independent Work Foundation Setting lessons (Weeks 1 6) to familiarize yourself with the way in which Being a Reader supports teachers with establishing independent work rotations. Considerations for teaching Handwriting lessons. There is one teacher-led Handwriting lesson per week. Weeks 1 6 prepare students for letter formation by doing hand-strengthening finger games, stretches, posture activies, and gross-motor movements. Center for the Collaborative Classroom Page 5 of 13 12/4/17
In Week 6, students receive their Handwriting Notebooks. Teachers who received a Reduced Pilot Kit will need to use the copy of the Handwriting Notebook included in the kit to make copies of the notebook pages referred to in the lessons. Considerations for Small-group Reading instruction. We recommend that you meet with each small group three times a week. Based on assessment data, you will be placing your students into small groups for differentiated reading instruction. For shorter pilots (those lasting 4 7 weeks) or for pilots starting later in the school year, we recommend trying out the Small-group Reading lessons with only 1 or 2 groups and that you continue your regular small-group instruction with the rest of the class. Students who place in Small-group Reading Sets 1 5 will receive differentiated phonics instruction during the small-group lessons. If you have whole-class phonics instruction established in your class, continue that instruction with those students who are not receiving Being a Reader Small-group Reading instruction. Students in the pilot can go to independent work rotations during this time. Center for the Collaborative Classroom Page 6 of 13 12/4/17
Being a Writer Pilots Lasting 8+ Weeks Start Date Recommendations 1 4 weeks into Begin instruction with Unit 1, Week 1, Day 1 and teach the units sequentially the school year 5 12 weeks into the school year Review the prerequisite instruction for Units 1 and 2 (see pages 8 and 10) and consider whether your students would benefit from engaging in any of the lessons prior to starting the pilot instruction Teach Unit 2: Weeks 1, 4, 5, 6, and 10 and then begin Unit 3 After completing Unit 3, continue teaching the units sequentially until the end of the pilot 13+ weeks into the school year Review the prerequisite instruction for Units 1 and 2 (see pages 8 and 10) and consider whether your students would benefit from engaging in any of the lessons prior to starting the pilot instruction Teach Unit 2, Week 10 and then begin Unit 3 After completing Unit 3, continue teaching the units sequentially until the end of the pilot Pilots Lasting 4 7 Weeks (Regardless of Start Date) Review the prerequisite instruction for Units 1 and 2 (see pages 8 and 10) and consider whether your students would benefit from engaging in any of the lessons prior to starting the suggested pilot instruction. Teacher s Manual Abbreviated Unit 2: Getting Ideas Week 10* Unit 3: Telling More Week 1 Week 2 Week 3 Week 4 Unit 4: Just the Facts Week 1 Week 2 Week 3 I Have Feelings Read-aloud Texts Cookie s Week When Sophie Gets Angry Really, Really, Angry What Happens at an Airport? I Want to Be a Chef Vegetables *If only piloting for 7 weeks, you might skip Unit 2, Week 10. Considerations for Writing Lessons There are three writing lessons per week. Review the units/weeks you are not teaching to familiarize yourself with the instruction students would normally have prior to beginning the later units. Throughout the pilot, consider days on which you can teach Extension, Technology Extension, and Writing About Reading activities (found after the Sharing and Reflecting step of lessons). Center for the Collaborative Classroom Page 7 of 13 12/4/17
Scope and Sequences There are several resources you can use to learn about the content covered in each instructional strand. You can: Download and review the Kindergarten Scope and Sequence (collaborativeclassroom.org/pilot_resources). This comprehensive scope and sequence outlines the instruction for all instructional strands of Collaborative Literacy over the course of the school year. Review the Kindergarten Skills and Conventions table in the Introduction of the Teacher s Manual to identify the skills that are directly taught in the Being a Writer lessons. Prerequisite Instruction Many procedures and processes are set up in the early weeks and units of Collaborative Literacy. When it is not possible to start instruction with Unit 1 or Week 1 (or if you are teaching abbreviated versions) review the lessons listed on pages 8 10 and consider whether your students might benefit from experiencing any of the lessons that are not a part of your pilot instruction prior to starting the pilot. Cooperative Structures, Procedures, and Discussion Prompts If you need to establish routines or introduce your students to cooperative structures (e.g., Turn to Your Partner and/or Think, Pair, Share) or other procedures taught in the early units or weeks of Collaborative Literacy, you might teach the lessons listed in the table below. You only need to introduce each routine once. Procedure Making Meaning Being a Reader Being a Writer Gathering for a Read-aloud Unit 1, Week 1, Day 1 Mini-lesson 1, Teaching a Procedure for Gathering* Unit 1, Week 1, Day 1 Turn to Your Partner Unit 1, Week 3, Day 1 Shared Reading, Week 1, Day 2 (or Mini-lesson 2, Teaching a Procedure for Turn to Your Partner *) Unit 1, Week 3, Day 1 Think, Pair, Share Unit 4, Week 1, Day 1 Shared Reading, Week 16, Day 1 (or Mini-lesson 3, Teaching a Procedure for Think, Pair, Share *) * Mini-lessons are found in Appendix A in the Being a Reader Teacher s Manual Vol. 2 Unit 2, Week 2, Day 1 Center for the Collaborative Classroom Page 8 of 13 12/4/17
Making Meaning Whole-class Instruction and IDR During IDR students read self-selected texts independently while you confer with individual students. If you need to establish routines for conferring, choosing texts, or book handling skills you might teach the lessons or IDR Mini-lessons (found in Appendix A of your Teacher s Manual) listed in the table below. Procedure Unit, Week, Day Introducing IDR Unit 1, Week 5, Day 1 Conferring During IDR Unit 2, Week 2, Day 2 or IDR Mini-Lesson 2 Choosing and Handling Books Unit 2, Week 3, Day 1 or IDR Mini-lesson 1 Selecting Just-right Books Unit 5, Week 1, Day 1 or IDR Mini-lesson 3 Being a Reader Shared Reading The following lessons introduce processes and procedures students use during Shared Reading lessons. Procedure Strand, Week, Day Introduce Choral Reading Shared Reading, Week 3, Day 1 Introduce High-frequency Words Shared Reading, Week 3, Day 3 Independent Work Rotations To allow teachers to conduct uninterrupted small-group reading lessons, we begin the school year with at least 6 weeks of Independent Work Foundation Setting lessons. The lessons establish independent work habits that allow the teacher to conduct small-group reading instruction. Once rotations are established, the students are able to engage independently in meaningful literacy tasks that support the work done during whole-class and small-group instruction. If you already have independent work rotations established, we recommend that you insert the Being a Reader Small-group Reading lessons into your existing rotations. Procedure Strand, Week, Day Introduce Independent Reading Independent Work, Week 1, Day 1 Introduce Independent Word Work Independent Work, Week 2, Day 1 Introduce Independent Writing Independent Work, Week 3, Day 1 Rotations to Independent Work Areas Independent Work, Week 5, Day 1 Small-group Reading Prior to beginning the pilot, administer the Small-group Placement Assessment for Sets 1 5 and/or Sets 7 12 to your students. Assessments can be found in the General Resources section of the Learning Hub or in the Being a Reader Assessment Resource Book. Center for the Collaborative Classroom Page 9 of 13 12/4/17
Being a Writer Whole-class Instruction During Being a Writer lessons students engage in whole-class mini-lessons focusing on writing craft and elements of genre. They learn pre-writing techniques that can be used to help them generate ideas and how to confer with the teacher, and they are informally introduced to tools they can use to help them revise and edit their writing. If you need to establish these routines or review expectations, you might teach the lessons listed in the table below. Procedure Unit, Week, Day Introduce Writing Time Unit 1, Week 1, Day 1 Introduce Guided Writing Practice Unit 2, Week 2, Day 2 Introduce the Word Wall Unit 2, Week 5, Day 1 Introduce Approximating Spelling Unit 2, Week 7, Day 2 Introduce the Author s Chair Unit 3, Week 3, Day 3 Introduce Discussion Prompts (I found out, I want to know ) Unit 4, Week 1, Day 3 Center for the Collaborative Classroom Page 10 of 13 12/4/17
Scheduling Collaborative Literacy The schedules on the next page are an example of a way you might schedule your Collaborative Literacy instruction throughout the week. Collectively, the strands provide all of the elements needed for balanced literacy instruction, so it is important to schedule sufficient time for each strand throughout the week (as indicated in the table below).the instructional strands can be taught across the day; they do not need to be scheduled one after the other in one block of time. You can teach the strands on any days of the week and in any order, however we recommend that you avoid teaching the read-aloud lessons from Making Meaning and Being a Writer on the same day. Keeping in mind the instructional strands, the number of days of instruction per week for each strand, and the approximate length of each lesson, you can plan your schedule for Collaborative Literacy instruction across the week. Kindergarten Collaborative Literacy Pilot Instruction The table below outlines the amount of time and the number of days each week that are recommended for each instructional strand. A sample pilot schedule is also shown. Instructional Strand Mon. Tues. Wed. Thurs. Fri. Making Meaning Comprehension Lessons (20 30 min., 2 days per week) Making Meaning Teacher s Manual Individualized Daily Reading (up to 15 min., up to 5 days per week) Making Meaning Teacher s Manual Vocabulary Lesson (15 20 min., 3 days per week) Vocabulary Teaching Guide Day 1 Day 2 IDR IDR IDR IDR IDR Day 1 Day 2 Day 3 Being a Reader Shared Reading Lessons (20 min., 3 days per week) Being a Reader Teacher s Manual Handwriting Lessons (20 min., 1 day per week) Being a Reader Teacher s Manual Small-group Reading (15 min. per group, 3 days per week) Being a Reader Small-group Reading Teacher s Manual Day 1 Group 1 Group 2 Day 1 Day 2 Day 3 Group 1 Group 2 Group1 Group 2 Being a Writer Whole-class Writing Lesson (35 40 min., 3 days per week) Being a Writer Teacher s Manual Day 1 Day 2 Day 3 Total Time 85 min. 85 min. 85 min. 100 min. 80 min. Center for the Collaborative Classroom Page 11 of 13 12/4/17
Sample Weekly Schedule The table below shows how a week of the instructional strands of Collaborative Literacy might be scheduled in a kindergarten classroom when all of the strands are fully implemented. TIME Monday Tuesday Wednesday Thursday Friday 8:20 8:40 Making Meaning Making Meaning Shared Reading Shared Reading Shared Reading 8:40 9:00 IDR (up to 15 min.) IDR (up to 15 min.) IDR (up to 15 min.) IDR (up to 15 min.) 9:00-10:00 Math Math Math Math Math IDR (up to 15 min.) 10:00-10:15 Recess Recess Recess Recess Recess 10:20-11:20 Small-group Reading/ Independent Work Rotations (60 min.) Small-group Reading/ Independent Work Rotations (60 min.) Small-group Reading/ Independent Work Rotations (60 min.) Small-group Reading/ Independent Work Rotations (60 min.) Handwriting Independent Work Check-in Lesson (35 min.) 11:20-12:05 Lunch Lunch Lunch Lunch Lunch 12:05-12:50 Special Special Special Special Special 12:55-1:20 Flex Time Vocabulary 1:25-2:00 Flex Time Being a Writer (35 min.) Vocabulary Flex Time Vocabulary Being a Writer (35 min.) Flex Time Being a Writer (35 min.) 2:00-2:15 Recess Recess Early Dismissal Recess Recess Center for the Collaborative Classroom Page 12 of 13 12/4/17
Pilot Scheduling Template Time Monday Tuesday Wednesday Thursday Friday Center for the Collaborative Classroom Page 13 of 13 12/4/17