Scenario+Page

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** Scenario Page **
Collaborators: Shari Blount and Sheila DeLattre-Carter

After a staff development presentation in the school library on teacher-librarian collaboration opportunities created and implemented by SLMS Sheila Carter, third grade teacher Shari Blount eagerly approached Sheila for ideas on enhancing current reading comprehension lessons within the third grade curriculum through a collaborative partnership using Web 2.0 technology tools. Shari's main concern was enhancing lessons that required her students to compare two different texts. This skill is taught on a regular basis as paired passages are seen on the TAKS test. Shari was interested in livening up this regular routine while integrating information literacy skills that could be used throughout life. Although Shari’s classroom is equipped with three student computers, a SMART Board and a data projector, it was agreed that a would also be needed for individual/group success of the students. Plus, importantly teaching students how to obtain and utilize information from the actual school library.
 * //Motivation of Collaborators://**

For the planning phase of this lesson, it was decided that lesson planning meetings would take place during Shari’s conference time and after school. Correspondence through emails would also be sufficient for answering questions or bringing ideas for further discussion to the table. See the schedule below for the proposed planning meetings between the teacher and the teacher-librarian. At least one meeting will include the administrator to keep her abreast of this event. This is an excellent scenario set up. It shows a proactive stance on the part of the teacher-librarian.

//**Instruction Goals and Standards​:**//


 * Instructional Level: Third Grade Students

Content Area(s):​** Language Arts and Reading

The purpose of this lesson is to increase students' reading comprehension skills by analyzing and evaluating different texts.
 * Initial Goal(s):**

Students will utilize background knowledge as a reading comprehension strategy to make text-to-text connections between different story variants. Students will use a category matrix to organize details between the two stories. Students will use a graphic organizer throughout the entire lesson. Students will utilize a Web 2.0 technology tool for this lesson.
 * Initial Objectives(s):

Schedule for Future Collaborative Planning Sessions:** In the past, collaborative efforts have been effective for Shari and Sheila, especially in the use of the Gthey have created. Although both use the wikis at different times, the use of the discussion forum provides an avenue of constant communication between the two. Sheila does not have access to the wiki during the day, because of filter problems; therefore, she does most of her collaboration in the evenings. Shari has access to the wiki all day, but due to her many scheduled activities in the evenings, chooses to contribute her work in the mornings. Despite the lack of synchronous communication, Shari and Sheila collaborate very well using this method. They start early on projects, giving them time to complete assignments in the amount of time designated.

**Comprehensive Collaborative Lesson Plan Benchmark: Scenario, A. 4.1** 11/23/09: Determine grade level and roles of participants. 11/24/09: Identify lesson idea and learning outcomes. 11/25/09: Choose lesson planning form and complete scenario narrative. 11/29/09: Submit 4.1 rubric and scenario URL.

11/30/09: Review 4.2 rubric. 11/30/09: Set up lesson planning form and template on wiki pages. 12/01/09: Negotiate and complete the lesson planning form. 12/04/09: Submit 4.2 rubric and lesson planning form URL.
 * Comprehensive Collaborative Lesson Plan Benchmark: Collaborative Planning Form, A. 4.2**

12/05/09: Review 4.3 rubric 12/06/09: Complete the lesson plan template. 12/07/09: Review material on lesson plan template. 12/10/09: Submit 4.3 rubric and lesson plan template URL.
 * Comprehensive Collaborative Lesson Plan: A. 4.3**

This is a comprehensive schedule. Brava for integrating the use of technology tools into your planning sessions. This frequency of contact may be too much for your actual practice, but your use of technology can make the asynchronous aspects work for both educators.

 (b) Knowledge and skills. ** (9) Reading/comprehension. The student uses a variety of strategies to comprehend selections read aloud and selections read independently. The student is expected to: (G) identify similarities and differences across texts such as in topics, characters, and themes (3); (I) represent text information in different ways, including story maps, graphs, and charts (2-3); (10) Reading/literary response. The student responds to various texts. The student is expected to: (D) connect ideas and themes across texts (1-3). (11) Reading/text structures/literary concepts. The student analyzes characteristics of various types of text. The student is expected to: (D) compare communication in different forms such as contrasting a dramatic performance with a print version of the same story or comparing story variants (2-8)
 * TEKS**
 * English Language Arts & Reading, Grade 3​

​**AASL Standards for the 21st-Century Learner** 2.1.2 Organize knowledge so that it is useful. 2.1.4 Use technology and other information tools to analyze and organize information. 3.2.3 Demonstrate teamwork by working productively with others. 4.4.4 Interpret new information based on cultural and social context.

Excellent and appropriate selection of standards (that can be assessed)

From //Collaborative Strategies for Teaching Reading Comprehension: Maximizing Your Impact// (Moreillon) - Chapter 1: Planning Forms from the ALA Editions Web site. **1A - Collaborative Planning Sheet, Sample 1.**
 * Planning Form Selected:**
 * //Lesson Planning Form Page //**

The classroom teacher is encouraged by the teacher-librarian to be involved in collaborative units because of several factors. The classroom teacher knows the students' capabilities in addition to their different learning styles, their interests, and their various intelligence levels. The classroom teacher is not only familiar with the TEKS standards but is also proficient at ensuring those objectives are met. The classroom teacher provides the knowledge of his/her curriculum, which will enable information literacy instruction to be more effective as these skills are taught using real-life situations, not as stand-alone lessons. The incorporation of literacy skills into a well-developed curriculum will assure authentic learning experiences for all students.
 * Strengths brought to the partnership by the educator:**

A level of excitement was already developed when the SLMS Sheila discussed the benefits of teacher-librarian collaboration and how it would help increase the level of student achievement for the campus. From this initial meeting, planning began for the next staff development day. The teacher-librarian kept the administrator informed of the goals and objectives to be achieved from this staff development. Administrator input was included as well. A final PowerPoint presentation was for any last minute feedback prior to the staff development.
 * Strengths brought to the partnership by the teacher-librarian:**
 * The teacher-librarian brings a wealth of knowledge in the area of information literacy and how it positively impacts reading comprehension strategies. The teacher-librarian knows firsthand the items that make up the library collection and how these skills can be used to enhance curriculum and reading for pure enjoyment. The teacher-librarian has been trained with the necessary skills and knows what is involved in the collaboration process, from the initial planning phase to the finished product and reflection. The teacher-librarian eagerly seeks out opportunities to involve teachers and students in collaborative processes that promote information literacy and the inquiry process. The ultimate goal is for students to become productive lifelong users of information and the practice behind this skill. **
 * How the administrator has been informed of the collaborative planning in process:**

The administrator will also be included and informed of the collaboration process between Sheila and Shari. Planning meetings will be conducted and input will be provided by all three participants. The administrator has also scheduled a classroom visit to see this collaborative process in action. Future collaboration lessons will also be encouraged between the teacher-librarian and other teachers in the school as this process is to become part of the campus plan for student achievement.

This is a brilliant plan. It shows leaderships skills and an understanding of the critical role the principal plays in the success of the school library program. Brava! May I share this with the class?