Word Mapping Strategy (SP)

7. Describe your Coaching

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  • Last updated August 31, 2022 at 9:49 AM by kucrl
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Submit a description of your coaching with the instructor before and after implementation. What were the successes? What were the challenges? How did the two of you problem solve issues? What Adjustments did you make?
Submit a description of your coaching with the instructor.
  • What were the successes?
  • What were the challenges?
  • How did the two of you problem solve issues?
  • What adjustments did you make?

All posted evidence

mapping samples

melissaklug Almost 5 years ago

checklists

melissaklug Almost 5 years ago

cue cards

melissaklug Almost 5 years ago

agenda

melissaklug Almost 5 years ago

This file describes the Xtreme group - its successes, challenges, and ideas for future instruction.

dealea Over 5 years ago

Coaching


I chose to teach the Word Mapping Strategy to a fellow special education teacher at my middle school.  She is licensed in math and reading and has taught both. She is interested in the SIM model and was eager to learn a strategy.  She teaches 7th and 8th grade in both the resource and inclusion settings. She is only in her second year of teaching and is eager to add instructional strategies in her tool box.  
One thing that went well was the excitement around the SIM model, I am deeply interested in raising adolescent literacy with an actual plan.  Therefore, this excitement was transferred to her as she began to teach the strategy. Another thing that went well was the level of detail that the SIM materials include.  She felt confident to implement when she saw the level of instructional support. We talked through paraphrasing some of the instructional talking points and I told her that she could simply read them verbatim the first time.  She struggled a bit at first getting a handle on following a structure but once she got through the first few lessons the group went well. Another positive is that we setup the student notebooks together so she was ready to implement and had a better understanding of the strategy.  
Since she is a new teacher she tends to become nervous when being observed so when I would “walk through” during her instruction she would become somewhat flustered and apologize for errors.  So we talked about her recording her own instruction and reporting back to me with positives and questions. This allowed her to feel more comfortable. One thing I will point out from the beginning are the tricksters and the suffix spelling rules.  I quickly went over that and I realized that if a teacher does not know these that lesson can be difficult. Perhaps an anchor chart for students and teachers would be helpful.  
I tried not only to be available to my SIM mentee but also, planned several small meetings to check in with her implementation.  One problem that arose during her implementation of the Word Map strategy was she had one student who was unable to score 80% mastery on the identifying prefix lesson.  I advised her to conference with the student and complete separating the prefix #1 with just the one struggling student. Then, had the student complete the #2 sheet again, then he was able to earn 80% mastery.  We discussed the importance of reaching mastery and upholding SIM fidelity. Once my SIM mentee reached the point to put it all together, she felt a bit unprepared to map words, predict the meaning and see if it is correct.  Next time, I think I will provide a few more words mapped out and a short explanation of how that is the correct definition.  
Plan to have blank color coded morpheme glossaries in the student notebooks, that way when we encounter new ones the students can add them easily.  Also, next time I teach the strategy, I need to spend a bit more time devoted to the research base of SIM in general and Word Mapping specifically. That way they can confidently share the why of learning this strategy.  Also, like previous identified, I will provide several completed word maps for the potential word map instructor. Also, guiding teachers to complete their own copy of completed notes and an answer key for student activities, makes assessing easier and more efficient.
karenstaley Almost 6 years ago

Ms. Torres and I worked on learning the Word Mapping Strategy

I met with Ms. Torres after school. With the help of Susan Trumbo I presented Ms. Torres with an overview of Word Mapping. I explained the stages of the program and showed Ms. Torres how to go about teaching from the manual. The handouts, pre and post tests and lessons were shown and explained. Examples of how I ran my class and how to use the materials was demonstrated. Ms. Torres teaches students with multiple learning difficulties. She and I worked on how to implement Word Mapping to students with special needs. She plans on implementing the beginning of the word mapping program in March 2019.
khogsten Almost 6 years ago

I presented the word mapping strategy to our other interventionist as a lesson that she could use with her 8th graders.

I worked with the other intervention teacher, Ms. Witcher, to prepare for a lesson with her 8th graders.  I began with the background of CLC strategies and routines.  I explained to her how the program originated and described some of the ways that I have found success with the strategies in my own classroom. 

I modeled the Smartboard presentation with her, asking her to take the role of the student.  We worked through the first lesson and stopped periodically to discuss how this might look with students.  She decided that it would be helpful for her students to have laminated copies of the prefixes/suffixes/and roots.  I also suggested color coding the sheets to make it easier to distinguish between them.

Working through the presentation together was beneficial because she was able to put herself in the role of her students and anticipate the questions that they might ask.  Next time I would provide her more copies of the lessons from the manual.  I only had copies of the first lesson that we would be completing together.  I think it would have been helpful to show her how the program progresses.

As we worked through the information, Ms. Witcher found places that she could put her own stamp on things.  She suggested mapping words from the current unit to make the lesson more relevant to students.  I suggested that these words be simple and easy to map for their first time.  Overall, this first teacher collaboration/instruction went very well!
heatherkundla Over 6 years ago

A description of my instruction with successes, challenges and adjustments is provided.

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rstallings Over 6 years ago

A description of my instruction with

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rstallings Over 6 years ago

Describe my instruction

This was my third year teaching Word Mapping. I am nowhere near perfect, but I get better each year. The pace of the instruction is driven by my students needs. My students this year were very diverse which made lesson preparation difficult.
Maturity levels of students also altered.

My strengths were teaching prefixes to the class. These affixes are easy to find, easy to define, and easy to explain.
My weaknesses contained having students make memory tables with suffixes. These definitions are hard to generalize for students to really own them.

Groups of students over the three years have consisted of groups of diverse students anywhere from 11 students to 17 students. The smaller the class the better.

Notebook management is still a challenge. I am good at it and some students are good at it, but managing students behaviors, learning, and notebooks are challenging.

All in all the program is good. 
khogsten Almost 7 years ago