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

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

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

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

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

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

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!

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

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

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.

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

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”

Phase 1 Breakdown of Time 15 minutes Teachers Students

Phase 2 Procedure “menu” introduction teacher monitors debrief

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

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.

Phase 2 Breakdown of Teacher’s Time 18 minutes Students

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

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

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.

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

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

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

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

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

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

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

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

IWT Examples

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

Thank you for your attention and participation.