Secondary Model Classrooms What is it and why should we have one

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Secondary Model Classrooms What is it and why
should we have one?

• Just Read, Florida!
• Leadership Conference
• June 2005

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The purpose of Secondary Model Classrooms is to
provide examples of an effective literacy
classroom that meets the needs of all students.
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Think About It

• What do you think of when you hear the term
  model classroom?
• Jot down your ideas.
• Share with a partner.

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Why Model Classrooms?

• To self sustain professional growth on site
• For teachers to learn from each other
• For the reading coach to assist and enhance
  effective literacy instruction
• To build a learning community
• To promote collaboration

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Model Classrooms Will Provide Opportunities for
Teachers to Observe

• Integration and flow of a variety of reading
  based activities
• Flexible grouping
• Five essential elements of reading
• Engaging and supportive environment
• Print rich/Information rich environment
• Explicit skill instruction

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Integration and Flow of a Variety of Reading
Based Activities

• Successful instruction of the 5 components of
  reading
• Phonemic awareness
• Phonics
• Fluency
• Vocabulary
• Comprehension

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Whole Group Instruction

• Interactive read alouds/think-alouds
• Guided instruction of strategic reading
• Book talks
• Book pass

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Small Group Instruction

• Teacher facilitates high quality student
  engagement in small groups targeting instruction
  that is explicit and engaging in each group.

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Small Group Instruction cont

• Explicit instruction
• Appropriate text at students instructional level
• Interest
• Teaching for strategic activities in reading
• Resource stations
• Writing and research
• Reinforce skill work
• Technology

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Independent Reading with Teacher Support

• Clipboard cruising
• Monitoring
• Classroom library
• Student choice

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Engaging and SupportiveInformation-rich
Environment

• Variety of instructional materials
• Flexible room arrangement
• Student work displayed
• Cooperative learning
• Motivation
• Choice
• Control
• Novelty
• Social interaction

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Information-rich Environments

• Classroom libraries
• Variety of genres
• Texts at different levels
• Multicultural

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Larger Classroom Libraries
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Explicit Skill Instruction

• Text structures
• Using text at instructional level
• Teaching for strategic activities
• Modeling and scaffolding for independence and
  flexibility

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• Think about the teachers and classroom
  environments in your school that might serve as
  model classrooms.

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Utilizing the Reading Coach

• Identify quality model classrooms
• Collaborate with the principal on the selection
  of model classrooms
• Support and extend the craft of teaching through
  coaching of the model classroom teacher
• Coordinate models and professional dialogue
  between teachers and model classrooms
• Support and coach teachers in attempting new
  practices in their own classrooms

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Utilizing the Reading Coach cont

• Connect theory and classroom practice
• Coordinate data collection to guide instruction
• Mentor teachers by providing support, direction,
  and assistance to meet individual needs based on
  strengths
• Engage, influence, and motivate staff to explore
  all areas of literacy

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The Role of the Administrator

• Identify quality model classrooms
• Collaborate with the reading coach on the
  selection of model classrooms.
• Create a collaborative learning environment for
  teachers.
• Plan for substitutes/classroom coverage for
  teachers to observe each other.
• Be supportive and encouraging to sustain and
  support on-site professional development.

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• To create a culture of self-directed learning for
  both teachers and students, principals need to
  provide proper time and precious resources to
  allow all parties to thoroughly explore their
  needs and their interests in relation to
  literacy-based change. For teachers, time is a
  commodity.
• Booth Roswell, 2002

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Learning Together

• Another important way that faculty have been
  learning together is through peer observations of
  classroom practice and subsequent partnership
  dialogueIf educators are going to be highly
  effective at something new they need some form of
  support.
• Ginsberg Wlodkowski, 2000

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3 2 - 1

• List 3 things that you can do at the beginning of
  the school year to support the development of
  model classrooms.
• List 2 ways that you can support the role of the
  reading coach in cultivating model classrooms.
• List 1 challenge you may encounter in the
  development of model classrooms.

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?????

• What questions do you have about implementing,
  supporting, and sustaining model classrooms?

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References

• Ginsberg, M. B., Wldkowski, R. J. (2000).
  Creating highly motivated classrooms for all
  students A schoolwide approach to powerful
  teaching and diverse learners. San Francisco
  Jossey-Bass Inc.
• Walpole, S., McKenna, M. (2004). The literacy
  coach's handbook A guide to research-based
  practice. New York The Guilford Press.
• Booth, D., Roswell, J. (2002). The literacy
  principal Leading, supporting, and assessing
  reading and writing initiatives. Ontario
  Pembroke.

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References cont

• Collins, V. D., Taylor, R. (2003). Literacy
  leadership for grades 5-12. Alexandria, VA ASCD.
• Pace High School, Pace, Florida. (pictures)
• Holley Navarre Middle School, Navarre, Florida.
  (pictures)

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Contact us

• Just Read, Florida! Office
• Florida Department of Education
• 325 W. Gaines Street
• Tallahassee, FL 32399
• 850-245-0503
• Florida Literacy and Reading Excellence Center
• University of Central Florida
• Teaching Academy, Suite 403
• 4000 Central Florida Blvd.
• Orlando, FL 32816-1250
• 407-823-4548
• http//flare.ucf.edu