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!
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!