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S MALL G ROUP READING INSTRUCTION A Differentiated Approach to Reading Instruction (The Tyner Model & supporting materials) Facilitator: Lynn White SAGE.

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Presentation on theme: "S MALL G ROUP READING INSTRUCTION A Differentiated Approach to Reading Instruction (The Tyner Model & supporting materials) Facilitator: Lynn White SAGE."— Presentation transcript:

1 S MALL G ROUP READING INSTRUCTION A Differentiated Approach to Reading Instruction (The Tyner Model & supporting materials) Facilitator: Lynn White SAGE October 24 th, 2014

2 I F ONLY IT WERE THIS EASY …

3 T HE S MALL G ROUP DIFFERENTIATED READING MODEL  Reading Research-Based Instructional Components  Fluency/ Rereading  Word Study  Vocabulary/ Word Bank  Comprehension/ New Read  Students Progress on a continuum:  Stage One: Emergent Reader  Stage Two: Beginning Reader  Stage Three: Fledgling Reader  Stage 4: Transitional Reader  Stage 5: Independent Reader

4 S TAGE 1: E MERGENT R EADER Beginning Student Characteristics Knows less than half of the alphabet Has no concept of word Has little phonemic awareness Recognizes few or no sight words Major Focuses Using memory and pictures Recognizing and reproducing letters of the alphabet Tracking print Recognizing 15 sight words

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6 Fluency (Rereading) Level ___________________________  Tracking Print  Concept of Word  Whisper Read  Lead Read  Choral Read Comments/Out-of-Group Activities Word Study (Alphabet Recognition and Production) Alphabet Focus: ____________________  Math Game  Memory or  Alphabet Production  Writing (Cut-Up Sentence) ___________ _________________________________  Group Sentence or  Individual Sentence Vocuabulary (Work Bank)  Sight Words: 0-15  Word Wizard Comprehension (New Read) Level Before Reading  Picture Walk During Reading  Echo Read  Choral Read After Reading  Recalling to Summarize  Concept of Word Reading Lesson Plan: Emergent Reader (Stage 1)

7 S TAGE 1: I NDEPENDENT ACTIVITIES Match Game: Mimio Demo Memory: Mimio Demo Alphabet Production Whiteboards, magnetic boards, Wikistix, pipecleaners, playdough, floam, chalkboards, HWT materials Writing Cut-up Sentences Vocabulary (Word Bank) Word Wizard/ Not Word Hunt Memory

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9 S TAGE 2: BEGINNING READER Beginning Student Characteristics Knows half or more of the alphabet Has the ability to track print Is able to hear some sounds Recognizes 15 sight words Major Focuses Completing alphabet recognition and production Using beginning and ending consonant sounds Recognizing 50 sight words Reading simple text Using sentence context and pictures or word recognition cues to decode

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11 Fluency (Rereading) Level ___________________________  Lead Read  Choral Read  Whisper Read Comments/Out-of-Group Activities Word Study (Alphabet, Phonemic Awareness, Phonics) Alphabet Focus: ____________________ Beginning Consonants Lesson # _________________________ Beginning Digraphs Lesson # _________________________ Beginning Blends Lesson # _________________________  Picture Sorting or  Picture-Letter Match  Spell Check ____________________  Writing (Cut-Up Sentence)___________ _________________________________  Group Sentence or  Individual Sentence Vocuabulary (Work Bank)  Sight Words:    Word Wizard Comprehension (New Read) Level Before Reading  Picture Walk  Making Text Connections  Making Predictions During Reading  Teacher Questioning After Reading  Retelling to Summarize Reading Lesson Plan: Beginning Reader (Stage 2)

12 S TAGE 2: I NDEPENDENT ACTIVITIES Rereading Toobaloos (reading telephones) Individual Reading Boxes/Bags/Bins Buddy Reading Log Students record themselves reading a book. Record & Reflect Sheet Listening Centre Listen & Record Sheet Word Study Picture sorts – Mimio Demo Initial Sound picture hunt Memory Bingo Writing Paste cut-up sentences in journal, draw picture Vocabulary (Word Bank) Ziplock bag sentences

13 B REAK Please take 15 minutes to grab a coffee or check out the displays in the mini-gym

14 S TAGE 3: FLEDGLING READER Beginning Student Characteristics Confirms with beginning and ending consonant sounds Recognizes 50+ sight words Reads simple text Major Focuses Recognizing and using word families in reading and writing Recognizing 100+ sight words Reading more complex texts Developing fluency Developing comprehension strategies Self-correcting errors

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16 Fluency (Rereading) Level ___________________________  Whisper Read  Lead Read  Choral Read Comments/Out-of-Group Activities Word Study (Phonics) Word Families Lesson #: _______________ Short Vowel Lesson # _________________  Card Sort or  Elkonian Boxes Or  Spelling Sort or  Word Scramble  Spell Check ____________________  Writing (Sentence Dictation) _________________________________ Vocuabulary (Work Bank) Sight Words:    Word Wizard Comprehension (New Read) Level Before Reading  Make Predictions  Making Text Connections  Previewing Story Vocabulary _________ _________________________________ During Reading  Teacher Questioning  Student Questioning After Reading  Retelling to Summarize  Using Graphic Organizer to Summarize Reading Lesson Plan: Fledgling Reader (Stage 3)

17 S TAGE 3: INDEPENDENT ACTIVITIES Fluency (Rereading) Toobaloos Individual Reading Boxes/Bags/Bins Buddy Reading Log Record themselves reading a book Record & Reflect Read the Room Word Study Word Hunt Memory Word Sorts Writing Students choose two words from each pattern, write a sentence with each word Students choose 7 or 8 alphabet letters and make or write as many words as possible using various letter combinations Vocabulary (Word Bank) Students highlight sight words in newspapers/magazines Word Wizard Students alphabetize sight words Comprehension (New Read) Place new reads in group or individual reading bins for independent rereading. Use graphic organizers to write a short summary based on the story Illustrate vocabulary from the story Complete a story map based on the story Choose one page from the story for students to practice and read aloud to the group the next day

18 S TAGE 4: TRANSITIONAL READER Beginning Student Characteristics Recognizes word families in isolation and in texts Recognizes 100+ sight words Reads developed text Major Focuses Using common vowel patterns in reading and writing Developing independent reading using decoding and comprehension strategies Developing fluency

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20 Fluency (Rereading) Level ___________________________  Whisper Read  Choral Read  Lead Read Comments/Out-of-Group Activities Word Study (Phonics) Vowel Patterns Lesson #: ______________  Card Sort or  Spelling Sort  Word Scramble or  Word Ladders  Writing (Sentence Dictation) _________________________________ Comprehension (New Read) Level Before Reading  Previewing Story Vocabulary _________ _________________________________  Making Text Connections  Making Predictions  Previewing Text Structure (Nonfiction) During Reading  Teacher Questioning  Student Questioning After Reading  Summarizing  Using Graphic Organizer Reading Lesson Plan: Transitional Reader (Stage 4)

21 S TAGE 4: INDEPENDENT ACTIVITIES Fluency (Rereading) Reading Boxes/Bags/Bins Buddy Reading Logs Record themselves reading a book Read the Room Poetry Box Word Study Word Hunts Memory Word Sorts Writing Write words using pattern words Choose letters and have students make or write words that begin with each letter Sort cards by patterns and write them in a notebook Vocabulary (Word Bank) Highlight sight words in newspapers/magazines Word Wizard Alphabetize sight words Comprehension(New Read) New reads in group/individual reading box for rereading by students Use graphic organizer to write a short summary based on a story Illustrate vocabulary from the story Complete a story map based on the story Choose one page from the story for students to practice reading with the group the next day

22 S TAGE 5: INDEPENDENT READER Beginning Student Characteristics Reads and writes independently Uses strategies to figure out new words Reads fluently Uses common vowel patterns and word features in reading and writing Major Focuses Developing diverse comprehension strategies Using complex vowel patterns Developing fluency in a variety of texts Responding to text in a variety of ways

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24 Fluency (Rereading) Level ___________________________  Poem  Reread Text Comments/Out-of-Group Activities Word Study (Phonics and Word Features) Vowel Patterns 2 Lesson #: ____________ Word Features Week # _______________  Spelling Sort or  Word Ladders or  Word Scramble  Writing (Sentence Dictation) _________________________________ Comprehension (New Read) Level Before Reading  Making Text Connections  Building Background Knowledge  Previewing Story Vocabulary _________ _________________________________  Previewing Text Structure (Nonfiction)  Making Predictions During Reading  Teacher Questioning  Student Questioning After Reading  Summarizing (Main Ideas/Details, Compare/Contrast, Sequencing, Story Elements, Cause/Effect Relationships  Summarizing With Vocabulary Reading Lesson Plan: Independent Reader (Stage 5)

25 S TAGE 5: INDEPENDENT ACTIVITIES All activities continue from Stage 4.

26 C LASSROOM S UPPORT Professional Development Tyner Videos Summary of Stages 1-5 Tyner Binders Fountas & Pinnell Assessment Daily 5 & Café Words Their Way Modelled Lessons ERI sessions Lessons in classroom Co-teaching Weekly Collaborative Planning Literacy Lunches Ongoing Support Updated materials Mimio Lesson sharing Spelling City

27 S PELLING CITY Login: victorhlwyatt2013 Password: spellingrocks13 or from your own login Click on Find a List Type in Lynn White Choose the one at Victor Wyatt Import lists from my account to yours

28 Q UESTIONS ?


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