irvine unified school district primary literacy project 2008-2009 module two: small group...

Irvine Unified School DistrictPrimary Literacy Project 2008-2009

Module Two:

Small Group Differentiated Reading Instruction

Toni WilsonKathleen CookeMary BentleyBeth Higgins

Agenda• Revisit Classroom Management &

Procedures– Homework

• Differentiation through Small Group Instruction– Introduction

• A Fable?• Diagnostic/Prescriptive Teaching

– Homework• Assign Articles

– Action Plan Instructions• Grade Level Breakout Sessions

K: Beth Higgins1: Mary Bentley2: Toni Wilson3: Kathleen Cooke

– Action Plan (with grade level group)

Classroom Instructional & Management PracticesCalifornia Language Arts Framework

• Classroom and instructional management practices promote student engagement and maximize instructional time and effectiveness. Characteristics of the classroom management and instructional practices component in an effective language arts program are as follows:

• Classrooms are highly interactive and provide instruction, constructive feedback, and high levels of engagement together with appropriate activities and resources.

• Academic and social expectations are well established and are explicitly taught at the school and classroom levels. Classroom and schoolwide discipline plans and procedures are implemented consistently by all staff.

• The links between instruction, behavior, and the curriculum are so clear and strong that tasks and instruction are assigned at appropriate levels, students have a high probability of being successful, lessons are well paced, and the classroom/school environment is supportive.

• Teachers plan and manage whole-class and small-group lessons, independent student work, assessment tasks, and instructional materials efficiently and effectively so that the students are actively engaged, instructional time is maximized, and lesson objectives are achieved.

Homework Processing

• Number groups (1-8)

MODULE TWO OUTCOMES

By the end of today’s session, you will…• Understand small group reading instruction and

how it fits into the language arts series• Understand how each component of the lesson

benefits the reader• Utilize materials from the language arts series

when working with a small group• Differentiate instruction based on the assessed

needs of students and current research in reading• Understand the variety of ways teachers support

reading during the small group lesson

A Fable?

One time the animals had a school. The curriculum consisted of running, climbing, flying and swimming, and all the animals took all the subjects.  The duck was good in swimming, better than his instructor, and he made passing grades in flying, but was practically hopeless in running. He was made to stay after school and drop his swimming class in order to practice running. He kept this up until he was only average in swimming. But, average is acceptable, so nobody worried about that but the duck.  The eagle was considered a problem pupil and was disciplined severely. He beat all the others to the top of the tree in the climbing class, but he had used his own way of getting there.  The rabbit started out at the top of his class in running, but had a nervous breakdown and had to drop out of school on account of so much makeup work in swimming.  The squirrel led the climbing class, but his flying teacher made him start his flying lessons from the ground instead of the top of the tree, and he developed charley horses from overexertion at the takeoff and began getting C's in climbing and D's in running.  The practical prairie dogs apprenticed their offsprings to a badger when the school authorities refused to add digging to the curriculum.  At the end of the year, an eel that could swim well, run, climb, and fly a little was made valedictorian.               --printed in The Instructor, April. 1968

The Reading/Language Arts Framework says…• To promote maximum

learning, the teacher should ensure that assessment is frequent, that high-quality instruction is always provided, and that the students are frequently moved into appropriate instructional groups according to their needs.

SUCCESSFUL SCHOOLS…

…are places where team of teachers meet regularly to focus on student work through assessment and change their instructional practice accordingly to get better results.

(Michael Fullan, 2000)

DIAGNOSTIC-PRESCRIPTIVE TEACHING IS…

• Assessment: – Who needs help?

• Diagnostics: – What specific help do they need?

• Prescriptive Teaching:– How will I teach to the specific need(s)?

• Frequent, Ongoing Progress Monitoring: – Is the help helping? Is it working?– IF NOT, DO SOMETHING DIFFERENT!

Reading AchievementStandardized

Tests, Assessments, Classroom Performance

vs. Expected Level of

PerformanceListening Comprehension/

Vocabulary

Analysis of Oral ReadingPerformance• Accuracy• Fluency• Comprehension

Word AnalysisSkills

Phonemic Awareness, Phonics,Structural Analysis

Evaluation Of

Reading Abilities

BackgroundKnowledge

Vocabulary Skills

ComprehensionStrategies(including

Sentence Level& Passage Level)

Child

_________Child’s

Educational, Behavioral,

andDevelopmental

History(Cumulative File)

Word Recognition

(Accuracy/Speed)

Fluency(Rate, Phrasing,

Expression)

ReadingComprehension

SightVocabulary

High Frequency

Words

Does the child recognizereading as a process of obtaining Information?

INSTRUCTIONAL DECISIONS• Determine learner’s area(s) of need• Consider available instructional

situations (whole group, small group, individual, etc.)• Consider curricular materials• Match learner to appropriate instruction• Trial teach to evaluate effectiveness:

Is this approach working?

Narrative and Expository Text

Decision-Making ModelFor Differentiated Instruction

INSTRUCTIONALDECISIONS

Conceptsof Print

Letters/Words CapitalizationPunctuation

Text Organiz.

Use data to drive instructionKathleen Cooke Revised 3/21/05

Child

Child’s Educational, Behavioral,

andDevelopmental

History(Cumulative File)

Reading AchievementStandardized

Tests, Assessments, Classroom Performance

vs. Expected Level of

PerformanceListening Comprehension/

Vocabulary

Analysis of Oral ReadingPerformance• Accuracy• Fluency• Comprehension

Narrative and Expository Text

Word Recognition

(Accuracy/Speed)

Fluency(Rate, Phrasing,

Expression)

ReadingComprehension

Word AnalysisSkills

Phonemic Awareness, Phonics,Structural Analysis

SightVocabulary

High Frequency

Words

Conceptsof Print

Letters/Words CapitalizationPunctuation

Text Organization

How does this book (or text) work?

Word AnalysisSkills

Phonemic Awareness, Phonics,Structural Analysis

Word Recognition

(Accuracy/Speed)

Fluency(Rate, Phrasing,

Expression)

ReadingComprehension

Conceptsof Print

Letters/Words CapitalizationPunctuation

Text Organiz.

SightVocabulary

High Frequency

Words

Does the child recognizereading as a process of obtaining Information?

KEY QUESTION FOR COMPREHENSION

BackgroundKnowledge

See Building Background

Knowledge forAcademic Achievement

(2004)By Robert J. Marzano

Vocabulary Skills

(Word Level)See

Building Background Knowledge for

Academic Achievement(Marzano, 2004)

AndBringing Words to Life

(Beck & McKeown, 2002)

ComprehensionStrategies

(includingSentence Level

And Passage Level)

Use data to drive instruction

INSTRUCTIONAL DECISIONS• Determine learner’s area(s) of need• Consider available instructional situations (whole group, small group, individual, etc.)• Consider curricular materials• Match learner to appropriate instruction• Trial teach to evaluate effectiveness:

Is this approach working?

BackgroundKnowledge

Vocabulary Skills

(Word Level)

ComprehensionStrategies

(includingSentence Level

& Passage Level)

Does the child recognizereading as a process of obtaining Information?

Word Recognition

(Accuracy/Speed)

Fluency(Rate, Phrasing,

Expression)

ReadingComprehension

Four Groups of Students• Challenge Group (Advanced Learners):

Students who demonstrate or are capable of demonstrating performance in the language arts at a level significantly above the performance of their peers.

• Benchmark Group: Students who are generally making good

progress toward the standards but may be experiencing temporary or minor difficulties

• Strategic Group: Students may be 1-2 standard deviations below

the mean on standardized testing, but learning difficulties can be addressed by the regular classroom teacher in the classroom environment.

• Intensive Group: Students are seriously at risk as indicated by

extremely and chronically low performance on one or more measures. They perform well below the mean and should be referred to a student success team for a thorough discussion of options.

Roadmap to Learning

• Different paths to the same outcome….

Small Group Reading Instruction Mindset• All children possess the

fundamental attributes they need to become literate.

• Basic reading is within the reach of every child. The key is good first teaching.

• The goal is to achieve consistent progress by knowing where to meet them as readers and knowing where to take them next.

For next time…

• Homework– Text resources at your site– Small group lesson w/reflection– Read attached article on young gifted

learners.– Read assigned article and be prepared

to summarize with your group.– Prepare for next coaching visit: small

group lesson (Jan/Feb)• Action Plan

– (in grade level group)

What is Small Group Reading Instruction?• Small-group reading

instruction is designed for students who read the same text. The group is homogeneous: the students read at about the same level, demonstrate similar reading behaviors, and share similar instructional needs. These small groups (anywhere from 4 - 8 students) are temporary; they change as you assess your students’ growth and needs.

• In the small group, you introduce a text that you have selected, and the students read it independently (no “round-robin” reading).

• Every student has a copy of the book in their own hands. The student does the reading work, with the teacher’s support. Do not take away a student’s opportunity to problem-solve. This is where the learning occurs.

• Small-group reading instruction involves ongoing informal observation/assessment that informs the teacher’s interactions with individuals in the group and helps the teacher select appropriate texts.

• Teachers explicitly teach effective strategies for processing a variety of fiction and non-fiction texts.

• You listen to individual students while they read and teach specific, focused skills before and after the reading.

• Small-group reading instruction enables all children to practice skills and strategies with the teacher’s support and leads to independent silent reading.

• It is through small group instruction that teachers can show children how to read and can support children as they read.

• The ultimate goal of small-group reading instruction is to help children actively apply the new skills they are learning and use independent reading strategies successfully.

Facilitating the Lesson

• The teacher’s role is one of involving students in discussing, reading, reacting, and thinking through the material to insure active reconstruction of the story.

Part 1: Preteach/Reteach Skills or Strategies (HM teachers refer to the Extra Support Handbook) if appropriate

Part 2: Lesson Focus

• Skill or strategy from current selection.

Part 3: Before the Reading

• Text Introduction (will vary according to text, students, and purpose)– Involve students in a

discussion connecting the story with personal experience (access prior knowledge).

– Call attention to the title and book cover.

– Ask for predictions during the discussion.

– Give a brief (one or two sentence) book introduction.

• Text Walk (will vary according to text, students, and purpose)– Preview the selection with

students, asking them to tell you what is happening in each picture, eliciting vocabulary used in the text and guiding them to notice text structure, events or points crucial to the understanding of the reading.

– Highlight the phonics or word analysis skill taught in your lesson focus if appropriate. This allows students the opportunity to apply skills in context.

– Pause to predict and locate special vocabulary in the story. Discuss the meaning of the word (student friendly definition) and help students locate the word on the page.

Part 4: During the Reading• Provide a purpose for

reading and clear directions regarding stopping points, etc.

• Students read the text independently (whisper reading or silent reading), applying the skills and strategies taught in the lesson focus.

• Teacher prompts for and/or reinforces the skills and strategies students need to use to read the text as needed.

• Observe and monitor students in their processing of print.

Part 5: After the Reading

• Discuss and revisit the text, assigning response if appropriate.

• Model fluent reading of the text (or a part of the text) if indicated.

Variations in group format based on the level of readers…• Emergent (K-beginning

1st)– Guided Reading Lesson

• Introduction• Picture Walk• Students whisper read, choral

read, or “follow the leader” while teacher prompt/coaches

• Rereading and follow-up as appropriate

• Focus on concept of a word, letter/sound correspondences, high frequency words

• Early (early 1st – mid 1st)– Guided Reading Lesson

• Introduction• Connection (Background

Knowledge)• Preview (Picture/Text Walk)• Students whisper read while

teacher prompts/coaches• Reflect on strategy use, retell

story• Focus on phonics, making

meaning from text, using reading strategies, metacognitive strategies, and story structure.

• Transitional (mid 1st – late 1st)– Guided Reading

• Introduction– Summary Statement– Connection to other text

• Short Preview (Text/Picture Walk)

• Set Purpose for Reading• Whisper reading, silent

reading• Retelling or literary response• Focus on strategies (word

solving and comprehension), fluency

• Fluent (end of 1st – 3rd)– Guided Reading

• Summary Statement• Personal Connection• Assign chunks of text or whole

text to read for a purpose– Silent reading

• Literary Response or other follow-up

• Focus on comprehension strategies, genre characteristics, supporting ideas with evidence from the text…

5 Essential Components of Effective Reading Instruction(National Reading Panel, 2000

• Phonemic Awareness– Isolating phonemes– Blending onset-rimes– Blending phonemes– Deleting phonemes– Segmenting words into

phonemes– Adding phonemes– Substituting phoneme

• Phonics– systematic– best gains if inititated

early (K-1)– improves comprehension

and greatly impacts word recognition

• Fluency with Words and Text– Accurate automatic word

recognition– grouping words into

meaningful phrases– reading with expression

• Vocabulary– Listening– Speaking– Reading– Writing

• Comprehension

Strategies for Comprehension

• Make Connections– Activate prior knowledge through text-to-self,

text-to-text, and text-to-world connections.• Visualize

– Make a picture in your mind about what you’ve read.

• Question– Ask questions of the author, self, and text.

• Predict– Make predictions about what will happen in the

text.• Infer

– Go beyond the words to think about what is implied but not stated.

• Determine Importance– Distinguish main ideas from details.

• Summarize– Organize important information that tells the

general idea of the text.• Synthesize

– Integrate words and ideas from the text with the personal thoughts of the reader to gain new insights.

Strategies for Navigating Through Informational Text• Students need to learn how

to navigate through the text using some or all of the following text features:

Bold print, colored print, italics, titles, titles, introduction, headings, labels, captions, bullets, index, diagrams, magnifications, photographs, tables, glossary, charts, timelines, maps, table of contents

Reading Strategies

Self-

Monitoring

Cross-Checking

Self-Correcting

Using Meaning Cues

Using Structure Cues

Phonics/Decoding Strategy

Directionality

One-to-One Correspondence

Locating Known Words

Locating Unknown Words

Independence

Integrating Strategies

Searching

Print Matching

Reading Skills vs. Strategies• Skill

– The ability to do something– Examples:

• Consonants• Vowels• Syllabication• Blending sounds into words• Reading known words

• Strategy– How you problem-solve (for

decoding or comprehending)• Phonics & Decoding strategy• Using a known word to help

you read a new word• Looking for base words,

prefixes, suffixes• Rereading• Self-Correcting• Questioning

Prompts

• What the teacher says to a student to elicit strategy useExamples:– Read it with your finger…– Say the beginning sound…– Do you see any parts you

know?– Does it make sense?– Try that again

Specific Reinforcement

• What the teacher says to the student to ensure that the student notices what he does right and encourage him to repeat the desired behaviorExamples:– You noticed that didn’t look

right so you went back and fixed it.

Resources in Your Packet

• The Skillful Teacher• Planning Lessons for Flexible

Reading Groups• Lesson Plan forms

– Skill Focused– Guided Reading

• Student Charts• Class Planning Form• Group Book Record Form• Guided Reading Level Chart• HM at a Glance• Thinkmarks• Home Reading Forms

Additional Resources…

• Phonics Phones• Santa Maria Bonita

Website (www.smbsd.org)• Leveled Book Lists• Other

Silver Packages

• Know your students• Plan with a focus on your

students’ needs and strengths

• Create an excitement around books!

“The pessimist sees difficulty in every opportunity. The optimist sees the opportunity in every difficulty.”

Winston Churchill

Yes, it’s hard work….

Before you go…

• Action Plan – Hard copy before you leave

or submit electronically