GRADES: K-6
Because the needs of students who come to the Resource Room are so diverse, it can be challenging to structure the learning environment. I have begun managing my Resource Room in the following manner:
Setting Up/Getting Prepared
I created a chart with three columns. Each column has an arrow pointing downward (one orange, one blue and one green). I laminated the chart so that I could write on it with wipe-off crayons.
Each day, I decide how I want to group students. Generally, grouping by ability level or IEP objectives works best. I end up with an orange group, a blue group and a green group. Then, assigning one column on the chart per group, I write student names in the columns.
I then assign certain tables as work spaces by placing an orange marker on one table, and so on. My markers are simply folded pieces of manila that stand up. Using this system allows me to set up everything the night before. Students can come in, look for their names on the chart, and group themselves according to color. They usually look over the materials I have already set out. So far, this seems to increase their enthusiasm.
I have 1 or 2 paraprofessionals in my room most of the morning. I write brief instructions on sticky notes (the larger ruled brand) and stick the notes on the materials. This usually is sufficient explanation.
Rotation/Instructional Time
I provide direct instruction (mini-lessons on a skill or strategy; reading from a Linguistic Reader, etc.) to the first group of students while the other 2 groups work with paras. The paras do a lot of skills games, review and reinforcement/practice activities. When I finish my mini-lesson, the groups rotate.
Then, we rotate again! Simple! Sometimes I teach the same mini-lesson to 3 groups. Sometimes my instruction is more individualized. Likewise, paras may do different activities with different groups. It all depends on what the students need on a particular day.
Because the needs of students who come to the Resource Room are so diverse, it can be challenging to structure the learning environment. I have begun managing my Resource Room in the following manner:
Setting Up/Getting Prepared
I created a chart with three columns. Each column has an arrow pointing downward (one orange, one blue and one green). I laminated the chart so that I could write on it with wipe-off crayons.
Each day, I decide how I want to group students. Generally, grouping by ability level or IEP objectives works best. I end up with an orange group, a blue group and a green group. Then, assigning one column on the chart per group, I write student names in the columns.
I then assign certain tables as work spaces by placing an orange marker on one table, and so on. My markers are simply folded pieces of manila that stand up. Using this system allows me to set up everything the night before. Students can come in, look for their names on the chart, and group themselves according to color. They usually look over the materials I have already set out. So far, this seems to increase their enthusiasm.
I have 1 or 2 paraprofessionals in my room most of the morning. I write brief instructions on sticky notes (the larger ruled brand) and stick the notes on the materials. This usually is sufficient explanation.
Rotation/Instructional Time
I provide direct instruction (mini-lessons on a skill or strategy; reading from a Linguistic Reader, etc.) to the first group of students while the other 2 groups work with paras. The paras do a lot of skills games, review and reinforcement/practice activities. When I finish my mini-lesson, the groups rotate.
Then, we rotate again! Simple! Sometimes I teach the same mini-lesson to 3 groups. Sometimes my instruction is more individualized. Likewise, paras may do different activities with different groups. It all depends on what the students need on a particular day.
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