1. Independent Work Time I.W.T
A time EVERY DAY when. . .
Students learn to work independently
Teachers meet individual student needs
Presented by
Susana Melgoza
And
Martha Aldana

2. I.W.T. Presentation Goal IWT Objective Agenda
Understand the purpose and procedures of Independent Work Time and be able to implement them into your daily routine.
IWT Objective
The goal of IWT is to be able to do meaningful intervention over time while encouraging students to become responsible for their own learning.
Agenda
Purpose of IWT
Goals of IWT
Phases of IWT
-Procedures
-Guidelines
Set-Up
IWT Activities

3. Purpose of IWT Students work independently
Students work collaboratively
Students practice/review materials taught in the lessons

4. Goals of IWT Teacher a component of every Open Court lesson
the subject of the Program Appendix at every grade level
a structure that allows the teacher to conduct extra teaching/extra practice
an opportunity for the teacher to observe, assess, and conference
Meet with EVERY student EVERY week

5. Goals of IWT Students
an opportunity to develop the idea of worthwhile use of free time
a vehicle for developing responsibility and independence
an opportunity for students to develop leadership capabilities
a time to conduct research and other types of exploration of interest to the students
a chance to READ, READ, and READ some more
an opportunity to write and work on writing

6. Procedure
Evolves from very structured to student-choice over the course of the year
Explicitly taught procedures
Post rules
Organize classroom to accommodate different IWT activities

7. IWT Rules Speak in a quiet voice Share Be polite
Take turns with materials and put them away when you are done
If the teacher is working with someone else, please don’t interrupt!

8. Phases of IWT Phase 1 Teacher observes students working independently
Teacher observes students with one “must do” and “choices”
Phase 3
Teacher pulls one group while students complete a “must do” and “choices”
Phase 4
Not necessary to reach this phase in Kindergarten
Teacher pulls multiple groups

9. Phase 1 Procedure
whole class
one “must do”
teacher monitors
debrief

10. What is debriefing?
An opportunity for the students and teacher to reflect on the successes and problems during IWT.
Ask students:
What went well today?
What were the problems encountered today?
How might we change things to make it more successful tomorrow?
This is also a perfect opportunity for students to quickly share new learning, projects, and experiences from IWT.
Debriefing should happen EVERY day.

11. Phase 1 How long?
1-2 weeks
10-15 minutes per day

12. Phase 1 Characteristics
Teacher introduces the rules and procedures for IWT
Materials at the student’s independent work level are used and explained. . . remember, they can’t ask you for assistance. . .and you want 100% success
Teacher sets specific time frame for IWT with students
Teacher monitors within the room, though does not engage with students. . .at all!
Teacher ends IWT at predetermined time and pulls group together for “debriefing”

13. Phase 1 Breakdown of Time 15 minutes
Teachers
Students

14. Phase 2 Procedure
“menu” introduction
teacher monitors
debrief

15. Phase 2 How long?
1-2 weeks
15-18 minutes per day

16. Phase 2 Characteristics
Rules and procedures are revisited
Teacher introduces the “menu” management format
It looks like: “Must Do” and “Choices”
Let the students know that they will have some fun “choices” if they can be successful at their “must do” activities
Students are to experience the “must do” activity during the allotted time (no choices yet)
The teacher monitors, taking notes to help guide the debriefing session, especially concerning the students’ ability to transition themselves.

17. Phase 2 Breakdown of Teacher’s Time 18 minutes
Students

18. Phase 3 Procedure “menu” in place multiple tasks
teacher pulls one targeted needs group
debrief

19. Phase 3 How long? Rest of the year
15-20 minutes per day or longer depending on grade level

20. Phase 3 Characteristics
Students are introduced to the concept of the teacher working with a small group and the “no interruption” concept.
The “menu” is fully in place. Students are given a “must do” activity and a few “choices”.
Teacher pulls one group for reteaching or preteaching based on need through observation or assessment.
Teacher provides intervention, then monitors whole group before ending and debriefing.

21. Phase 3 Breakdown of Teacher’s Time 20 minutes
Students
Teacher

22. Universal Access Reading Difficulties or Disabilities
Preteaching
Scaffolded instruction
Reteach
Phonemic awareness activities

23. Universal Access Advanced Learners
Provide academic challenge activities
Borrow next grade materials
Use next grade decodable books
Extend writing activities

24. Universal Access English Learners
Provide lessons that will meet the ELD standards (use ELD portfolio)
Practice phonemic awareness
Preteach activities including vocabulary for upcoming stories
Be aware of phonological differences between English and the students primary language

25. Guidelines Encourage responsibility and independence
Encourage cooperation and collaboration
Encourage respect for individual differences
Establish areas and times
Encourage group projects
Look for special talents and abilities
Encourage children to try new things

26. IWT Areas NO rotational centers use the word AREA instead of CENTER
there do not need to be tables or formal “areas” set up to have a successful IWT
Materials can be kept in baskets, on shelves, zip-lock bags, or in any numbers of organizers

27. Set-Up Thinking Maps Reading Area Writing Listening Fluency
Specific Teacher Created Activities
Games

28. IWT Management management clothes pins photos of area markers or paint
procedures
materials
reinforce rules
debrief
Activities
Limit the number of worksheets
focus on supporting the program
focus on the standards

29. IWT Examples

30. Your Turn! Refer to TE appendix Review IWT
Plan for IWT with grade level using SOAR data

31. Thank you for your attention and participation.