Grade 3 Readers' Workshop Lesson

Last Wednesday morning, Christy Constande and Vicky Cole hosted 20 CCE colleagues during our Vertical Demonstration Day on co-teaching and small group instruction. They began their one hour Readers' Workshop by introducing Reading Standard 2: Getting the Meaning, and explaining to students that today they would analyze text to gain meaning. They referenced their previous lesson on opinions and inferences, and explained that authors leave breadcrumbs as clues throughout text that readers are supposed to gather as they read to gain understanding.

For their lesson, they used an excerpt from a read aloud book, Book Fair Day, and modeled how to note details that are stated directly in the text,"seen" text. Then, they taught students to extend that thinking by taking notes about what they know but that is not stated in the text, the "unseen." Putting these two pieces together, the students were then challenged to make and write down an inference.

During active involvement, the students had the chance to practice this new strategy in their reading journal using one of three excerpts the teachers provided to each pair. Teachers conferred with the students to help them during active involvement and two students shared their thinking.

In the link portion of the lesson, Vicky and Christy asked students to use this strategy today during their independent reading to gain meaning of the text.

As students transitioned to the Work Session, the teachers called two small groups, one to the front of the room, and one to the back. Vicky, based on analysis of their diagnostic data, taught a twelve minute small group lesson to five students on noting details. Then, she circulated to assist students that were working independently. She read the students' work during the "drive bys," and selected student samples for closing session.

At the same time, Christy taught a twenty five minute inferencing small group with the book, When the Relatives Came, to a group that she had anticipated would struggle with the concept of making an inference. This gave the group members an opportunity to practice the strategy with direct feedback and scaffolding from the teacher.

During the Closing session, Vicky facilitated while two students shared their work from their independent session. Then Christy shared student thinking from her small group. They reminded readers that today and every day they should always consider the "seen" and "unseen" breadcrumbs left as clues in the text by authors, and that they needed to gather the breadcrumbs to make inferences in order to gain a deeper understanding of the text.

After the lesson, the twenty observers gathered in the conference room to discuss the lesson and share ideas. Vicky and Christy joined the debrief to share their reflections and answer questions. The observers said they appreciated watching a demonstration lesson where they could see the students stuggling to grasp a concept; They liked that the teachers used authentic text to model their thinking; They enjoyed watching how both teachers brought their own experience into the lesson; They appreciated the depth at which the teachers modeled for students during the think aloud.

In addition, the teachers complimented Mrs. Constande and Mrs. Cole on their established rituals and routines, the ease at which transitions occurred, and the systematic data driven way they formed small groups. They liked the accountability during work period because the teachers provided a tool for students to record their thinking. They discussed that it is very evident that the teachers plan well together and equally take responsibility for their lessons.

The teachers then asked Vicky and Christy how they felt about co-teaching versus teaching alone, and whether they preferred the departmentalized co-teach or the all day co-teach. Furthermore, they wanted to know when they planned together and what they brought to planning when they met. They wondered, "Is the pm class instruction different than your am lesson?" The teachers spent about a half hour with us answering questions and sharing their ideas.

In watching this dynamic duo, you can tell that they do a fabulous job planning lessons together that are thoughtful, well organized, and take student thinking to the next level. You can see their reasoning behind their small group instruction and the organized manner in which it is approached to make sure every student gets what they need. If you want to see co-teaching and small group instruction in action, this is certainly a model classroom to visit whether you do it in person or virtually.

Untitled from Melanie Holtsman on Vimeo.

Vertical Demonstration Day

Observation of colleagues and their best practices, in my opinion, is one of the best ways for teachers to reflect on their own classroom instruction and gain valuable insight into ways they can grow and deepen their own practices. This was reaffirmed for me, again, last week during our fourth Vertical Demonstration Day.

Several weeks ago, I sent an evite out to teachers to join me in observing in two co-teach classrooms with a focus on small group instructional practices. We had fifteen subs available to cover classrooms, and within 24 hours I had thirty teacher request to participate. I filled the slots first come first serve, however kept a list of others who showed interest. Those teachers will have first dibs on the next round of Vertical Demonstrations five weeks from now.

The topic selection, co-teach/small groups, was selected because our school currently has eighteen co-teach classrooms. The teachers have participated at the district level in co-teach training as mandated by the state of Florida, and have participated in a co-teach training with a pair of our own experienced co-teach duos.

As part of our training, teachers learned about many co-teach strategies, and discussed the strategies that would provide the best student results and smallest student to teacher ratios. They discussed circumstances in which the five different co-teach models would be utilized successfully. They also learned some advantages to co-teaching and discussed some things that might stand in the way of a favorable experience. Working through a set of guiding questions, they learned that communication between partners is one key to success.

At Chets Creek, we've had some very successful co-teach matches, and some that simply put-weren't perfect. As I talk to co-teachers and walk classrooms, I can see that in some areas they shine and in others they are still grappling with the implementation. In particular, I pay attention to whether or not small group instruction is being utilized consistently. Though, most of the time our teachers do well co-teaching, there are times when I've witnessed tag team teaching. Co-teaching is not the opportunity to teach half day, rather an opportunity for two adults to flexibly teach all day with one of the five models.

Regardless of how long some of our teachers have co-taught, I know some still wonder, "When should we co-teach in tandem?" "When should we split the children into two groups?" "When should one teach and the other pull small groups?" "How can we best maximize our planning time together?" "Is it best for us to co-teach with a teacher in our content area or best to teach with someone in the opposite content area?"

To help answer the teachers' questions and knowing that our school capacity will likely raise beyond 139%, and we will continue to add co-teach classrooms, I found this the most pressing issue for a demonstration day. To make sure student achievement is maximized, we must continue to discuss what is best practice in a co-teach classroom, and ensure that proven practices are in place. I believe that co-teaching done well raises student achievement and brings deepened teacher satisfaction.

Therefore, when selecting co-teach models for our 10 am to 2 pm Vertical Demonstration Day, I knew I had to take observers to see Vicky Cole and Christy Constande in their third grade ELA classroom, and to Ashley Russell and Melissa Ross' second grade classroom to observe an EDC and Math Investigations lesson. These two classrooms offer a model of co-teaching that is systematic and balances tandem co-teaching with the pulling of small strategic groups. They are a model that exudes planning and communication, one that others would be inspired by.

As we debriefed the lessons, it became very apparent that my CCE colleagues felt the same way I do. The classrooms provided the perfect learning opportunity for others and the springboard for deepened collegial dialogue on co-teaching and small group instruction.