4/26/16
Small Group Instruction
Instead of focusing on the ‘average,’ it is my belief that we must build a system of opportunity focused on the Welcome! individual potential of each of our students. Our work is not centered on moving students up to the ‘average’ but instead focused on moving the entire Choose a phrase that ‘average’ up in all of schools across the district by banning ‘average’ thinking speaks to you. and demanding we design our learning environment to the edges of student potential, nurturing and growing each and Take a moment to write it every one of our students. down. -Shay Mikalson Superintendent Bend LaPine Schools
Poll Everywhere Steps: 1. Create new text message to: 37607 2. In text box, text: jennmontoya090 3. You will get a text that says, “you have joined Jenn Montoya’s session. . .” 4. Now type in your phrase from previous slide and send Example: banning-average-thinking -no spaces, no capitals, use lines between words 4. Check in with neighbor, they may need some help.
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1. differentiated/targeted instruction 2. scaffold or enhance our instruction 3. pre-teaching 4. re-teaching the why of 5. extending small groups
the wizard and the wand
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Scaffolded Reading Jigsaw
• Work in groups of 4 • Each person chooses one of the following principle elements to read, take notes and share on: • (a) The student, not the teacher is the reader • (b) Small groups differentiate support • (c) Students have different strengths and supports • (d) Grouping patterns change frequently. • Read for 5 minutes. Write down salient points on the graphic organizer to share
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“It is about the reader. How is what I am doing helping this child move forward as a reader?”
Regie Routman
Test Placement based on data. (DIBELS, weekly assessment, diagnostic assessment, phonics screener, listening to conversations, reading annotations, and adjusting instruction to meet the needs or your students) Target Why is this student in this scaffolded reading group? What is the goal? Time 10-15 minutes Teach Identify level of support needed (lean to heavy) You are the coach (we do) Prompts and cues are utilized Texts Instructional level or above and depends on the purpose Talk Collaborative conversations are built into the lesson in order to move students towards independence Tasks Annotation, stickies, stop and jot, graphic organizers, summaries Tech Technology is used to enhance, reinforce and enrich the target/purpose of the group
8 Ts of Small Group Instruction
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Why Test and Target…
…because we want to effectively use our assessment data to group students and target our instruction around their 1 & 2 needs. Test and “The purpose of scaffolded reading instruction is to Target deliver customized lessons based on recent assessment information.” –Rigorous Reading
Start with their temperature…
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Divide and Decide
• Weed out accuracy versus fluency. • Was a phonics screener administered on these students? • What holes?
Phonics Screener Example
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K-2 Grouping Ideas
Grouping Ideas
# Names Focus Materials
1 AG, RM, LP Phonics and application to text Templates, decodables, -increased scaffolding anthology, main selection
2 AR, ZR, DS Phonics and application to text Templates and decodables, -increased scaffolding anthology, main selection
3 TD, EF, MH, MK, CS Blending and application to text Templates, decodables, -less scaffolding anthology, main selection
4 JC, CM, KM, JH Blending and application to text Templates and decodables, -less scaffolding anthology, main selection
5 NB, GH, RH, GM, CP, GR Application of reading strategies in text On level or beyond level reader, -anticipate stuck points- add scaffolding trade books, anthology, main as needed selection
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3-5 Grouping Ideas
Grouping Ideas
# Names Focus Materials
1 LC, MM, AP, JS, Accuracy to fluency to Templates (phonics screener) DR comprehension decodables, main selection, anthology
2 BN, RM, PS, PP, Accuracy to fluency to Templates (phonics screener) NLL comprehension decodables, main selection, anthology
3 PG, AR, CM, AS, fluency to comprehension Fluency teaching in on-level passage, JR main selection, anthology
4 AV, ID, AF, MF, Comprehension- application of On or beyond leveled reader, main CG, LH, QR skills and strategies selection, anthology
5 DC, TP Comprehension extension of Beyond level reader, main selection, reading strategies anthology
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How much time? Who gets the most time? 3 time
45 min Scheduling
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY 1 1 3 1 1
2 2 4 2 2
3 5 5 4 3
This schedule assumes: • 45 minutes of time for small group instruction a day • Most needy sees the teacher most often • 10-15 minute groups • If you have more groups, consider using intervention block to meet with higher level groups (this does not replace core time)
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30 min Scheduling
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY 1 3 1 3 1
2 4 2 4 2
5 5
This schedule assumes: • 30 minutes of time for small group instruction a day • Most needy sees the teacher most often • Groups are 10-15 minutes, Tuesday/Thursday 3 group days, so plan for a little less whole group on those days
How do we make decisions about learning goals and objectives?
How do we choose texts to support 4 & 5 our readers’ learning? Teach and Texts
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Teaching with Complex Text 1. Kids need to be reading 2. Don’t be bound by reading levels 3. Vary difficulty and length 4. Give help when help is needed 5. Ask questions to scaffold students into text meaning 6. Reread, reread and reread
-taken from Shanahan article – link to article
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What is the purpose of this group?
How will they read the text?
Accuracy (moving to fluency moving to comp) K-1st read during the group 2nd -5th initial teacher support with first chapter Independent application following group
Fluency group (moving to comp) Pre-read book (independently or with partner) Re-read sections, lines of practice during group Close read with lens/purpose in group Independent application following group
Comprehension group Pre-read book (independently or with partner) Close read with lens/purpose in group Independent application following group
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What is the lens that students are reading through? What is the teaching point?
What do the standards say? Link to the progressions
What is the lens that students are reading through? What is the teaching point?
Merge the strategy with the skill Use the same teaching point from
whole group
small group
independent tasks
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What will be difficult for students (stuck points)?
-vocab -language -sentence structure -genre -text organization -text features -background knowledge
What level of support do the kids in this group need?
How will you use prompts and cues to scaffold the work?
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Prompts and Cues
When prompts and cues do not resolve errors or misconceptions provide a direct explanation.
What questions will you ask to check for understanding? DOK
Focused questions on your teaching point.
What are they close reading for? What is their lens?
Text dependent questions
Think DOK level
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How will you know if students learned the skill/strategy?
Formative vs summative Exit slips Standards progressions Listening to conversations Anecdotal data Can they do it independently?
day Accu r a cy Group with Accuracy Needs 1. lines of practice accuracy -words 1 -high fr e qu e n cy w or ds 2. shared read -focus on strategy and skill
SOUNDS LIKE: 1. lines of practice -high frequency words • -words or phrases taken from WHISPER READING follow in g t e xt 2 • (BUMPY/SMOOTH) 2. decodable reader, approaching reader, or main selection fluency fluency • PRODUCTIVE STRUGGLE -focus on strategy and skill
• LIMITED CHORAL READING *reread for fluency during independent tasks • IMMEDIATE CORRECTIVE FEEDBACK 1. lines of practice -words or phrases taken from • MULTIPLE OPPORTUNITIES TO RESPOND follow in g t e xt -focu s on flu e n cy skill- week • PHONICS SUPPORT 3 2. decodable reader, approaching reader, or main selection
• CLOSE READING FOR COMPREHENSION comprehension -focus on strategy and skill
1. lines of practice -phrases for fluency 2. opt ions: -reread approaching level or 4 decodable for flu e n cy -focus on strategy and skill 3. formative assessment
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Accuracy Video Look-Fors
Clear teaching point Phonics skill focus Corrective feedback Time in text Student, not the teacher, is the reader Productive struggle Perky pace I do, We do, You do
accuracy video
day Fluency Group with Fluency Needs Must do: -read on-level book before 1 group (fluency focus) SOUNDS LIKE: 1. lines of practice • fluency MODELING FLUENCY SKILLS -phrases from text (EXPRESSION, PHRASING, ETC.) 2. close read with on-level bo ok • REPEATED READING OF or main selection 3. -focus on skill and strategy FAMILIAR TEXT TO INCREASE COMPREHENSION Must do: 1. read paired read before • CLOSE READ FOR TARGETED 2 group (fluency focus) COMPREHENSION SKILLS AND 2. write about reading
STRATEGIES comprehension -focus on skill and strategy • CHORAL READING A SECTION OF FAMILIAR TEXT WITH A 1. lines of practice -phrases from text PURPOSE 3 2. close read with text -focus on skill and strategy
1. level-up to more challenging text 4 2. formative assessment
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Fluency Video Look-Fors
Clear teaching point Bumpy/Smooth Fluency focus I do, We do, You do, Fast mapping of vocab Perky pace Repetition of skill practice Corrective feedback Time in text Text dependent questions Fluency video
day Comprehension Comprehension Group Must do: 1. read above-level book or main selection 1 before group (fluency/comp focus) -only half of book -take notes on the gist -annotate SOUNDS LIKE: 2. write about reading
• COLLABORATIVE 1. close read of above text -focus on skill and strategy CONVERSATIONS 2 comprehension -move up standards progressions • FOCUSED CLOSE-READING, Must do: TEXT-BASED DISCUSSIONS 1. read above-level book or main selection before group (fluency/comp focus) -last half of book • DEFENDING IDEAS USING -take notes on the gist 3 -annotate TEXT EVIDENCE 2. write about reading • 1. push kids that are beyond to FLASH DEBATES higher level of skills/thinking during close read 4 -focus on skill and strategy
-move up standards progressions
2. formative assessment
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Comprehension Video Look-Fors Clear teaching point Pre-reading independently Close Reading Priority Skill focus? Perky pace I do, We do, You do Corrective feedback Collaborative conversations Text dependent questions Time in text Comprehension video
Group with Extension Needs
SOUNDS LIKE: LOOKS LIKE: • COLLABORATIVE • PUSH AND EXTEND DOK CONVERSATIONS, LEVELS DISCUSSION/DEBATES • MOVING UP STANDARDS’ • FOCUSED ON EXTENDING PROGRESSIONS PRIORITY SKILLS/STRATEGIES • RICH VOCABULARY • TIME IN TEXT
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How do we use collaborative conversations to give students 6 the opportunity to apply skills? talk
“One of the desired outcomes of reading is that students will talk about the texts they are reading in collaborative conversations.” -Rigorous Reading pg 114
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Conversation video
What tasks will students complete to show independent application of skills and strategies? 7 Small Group Tasks tasks Independent Tasks
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Reading for the gist Annotation Sticky notes Stop & Jot Written response/reflection Retelling Summaries Text evidence Graphic Organizers
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Technology is used to enhance, reinforce and enrich the target/purpose of the group Highlighting texts 8 tech Timing each other for fluency Listening to texts
Exit Ticket One instructional practice I will try ______.
Thank you!
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