1. Kendra Duckworth, Librarian A Place Where Everyone has Their Own SPOT

2. CO-TEACHING… How Does It Happen…. Sometimes it is planned… Other times, it just works out – Accidentally PERFECT!! It is based on the needs of the teacher/students. Because my campus still believes in a fixed schedule, I have ONE day a week to co-teach and show teachers the benefits of when we work together! Clip Art from Microsoft

3. How Do I Help… By attending monthly content area meetings and hearing what teachers are doing in their classrooms and what resources they need, I target a needed concept and approach a willing teacher that wants more than just resources I can hand to them, but will actually use ME as a resource in their classroom. By my presence in the classroom, there is more teacher to student interaction to assess comprehension and learning. Clip Art from Microsoft CO-TEACHING…

4. PLANNING… Plan your collaborative lesson and make sure it is documented. This makes it easier to make changes for the next time, add components to the lesson, and share with another teacher when they are ready to do a similar lesson with you. Planning Sheets found: http://www.iowa-city.k12.ia.us/library/About/Collaboration.htm http://www.accessola.com/osla/toolkit/home.html

5. There are many types of planning sheets available. Find one that works for you and the teacher you are working with. PLANNING… Planning Sheets found: http://www.iowa-city.k12.ia.us/library/About/Collaboration.htm http://www.accessola.com/osla/toolkit/home.html

6. Sample Lesson Though this one lesson, many Reading skills can be covered:  TEKS 2(B)/AASL 1.1.3- Ask relevant questions, seek clarification, and locate facts and details about stories and other texts and support answers with evidence from text.  TEKS(9)/AASL 1.1.7 Reading/Comprehension of Literary Text/Literary Nonfiction: Make sense of information gathered from diverse sources by identifying misconceptions, main and supporting ideas, conflicting information, and point of view or bias.

7.  TEKS 13(A)/AASL 1.1.5 - identify the details or facts that support the main idea.  TEKS 13(D)/ AASL 1.1.4 - use text features (e.g., bold print, captions, key words, italics) to locate information and make and verify predictions about contents of text.  TEKS 29(A)/AASL 1.1.9 Listen attentively to speakers, ask relevant questions, and make pertinent comments.  TEKS 31/AASL 1.1.9 Collaborate with others to broaden and deepen understanding. I am sure we could link many others to this lesson if needed!

8. CO-TEACHING… This lesson happened quite “accidentally”! o The teacher was asking for informational text to use with her students. o She wanted to use magazine articles. o In a literacy training, we read about Tanny McGregor’s Comprehension Connections – Bridges to Strategic Reading and teaching students how to separate “Fact from Fluff” and determining importance. Clip Art from Microsoft

9. Movie made using PhotoPeach at http://photopeach.com 3 rd Grade Using Informational Text

10. This is the Voki I show students.Voki Voki is from: http://www.voki.com/http://www.voki.com/ Website by Wix: http://www.wix.com/http://www.wix.com/ Go Animate cartoon: http://goanimate.com/http://goanimate.com This is the Voki I share with teachers.Voki A Cartoon to get them interested!Cartoon

11.  Every couple of months, I send out a newsletter to our staff to keep them updated with what is going on in our library.  Newsletter items include: new books, “Spotlight” on a book, library stats for checkouts and most popular books, upcoming events, author birthdays, and reminders. Newsletter made with Microsoft Publisher