Small Group Instruction ERF Training Dr. Mary Abbott February 27, 2009 Information in this presentation is available for noncommercial use only. You may use the information provided that: (a) you do not modify or delete any content; (b) you do not redistribute content without identifying the website and author as the source of content; (c) the use of content does not suggest that our ERF project promotes or endorses any third party causes, ideas, Web sites, products or services. For additional permission requests, please contact Dr. Mary Abbott,

ERF Small Group Configuration 3 different groups of children (2 for ElCentro) 3 different academic subjects to be covered each day. –Interactive reading with a previously read book. –Phonological Awareness/Alphabet Knowledge –Math

Benefits of Interactive Book Reading Oral language development –Engage in rich conversations with teachers Asking who (characters), what (events), when, where (setting), why (conflict), and how (resolution) questions –Opportunity to connect events in the book with personal experiences Remember when…? Who has ever…? Print concepts Letter knowledge and Phonological Awareness

Interactive Book Reading Small Group Instruction Book Time Scholastic theme

Book Time Learning goal includes vocabulary concepts and comprehension goal that is connected to the theme of the week Section for suggestions for ELL First read – Building Understanding –Focus on concepts in book –Oral language ‘response to the book’ Second read – Build Vocabulary –Focus on new vocabulary in the text –Writing ‘response to the book’ Third read – Build Skills –Focus on comprehension –Oral language ‘response to the book’ that is linked to comprehension } During Storybook Reading

Scholastic Teacher Manual Suggested lesson plan First read DURING STORY BOOK READING –Before read – Getting Ready –During read – Share the Book –After read – Beyond the Book Additional reads –Reread – Suggested focus –Integrated Curriculum

Interactive Book Reading Before book reading… Review target vocabulary –Show an object or picture that represents the vocabulary word and ask: What’s this? or What do you call this? What can I do with this? Tell me what you know about this? Encourage the children to remember events from the 1 st read

Interactive Book Reading During book reading… Ask open-ended questions (Wasik & Bond, 2001) –Tell me what is happening on this page –What do you think will happen next? –Why do you think the character did that? –How is the character feeling? Why do you think the character is feeling this way?

Interactive Book Reading After book reading… Ask children about events that happened in the story –What was the story about? –What happened when…? –What else happened? Ask children what part of the book they liked best Extend the book experience to the children’s experience.

Interactive Book Reading and Text Structure Narrative or fictional text tells a story Expository (non-fiction or informational) text provides factual information about a subject matter These two types of texts have very different text structures.

Story Grammar – Narrative Text Name_____________________________ Date____________ Story Grammar Title ______________________________________________ Author_____________________________________________ Setting _______________________________________________________ _______________________________________________________ Main Characters __________________________ _________________________________________ Conflict or Problem __________________________________________________________ __________________________________________________________ __________________________________________________________ __________________________________________________________ Events 1._________________________________________________________ 2._________________________________________________________ 3._________________________________________________________ 4._________________________________________________________ Conclusion ___________________________________________________________ ___________________________________________________________ ___________________________________________________________ ___________________________________________________________ ___________________________________________________________

Information/Expository Text Description –topic lists characteristics, features, attributes Sequence –lists items or events in sequence, Comparison –details how things are alike and/or different Cause and Effect –presents events as causes and the effect(s) Problem and Solution –presents a problem & one or more solutions

Interactive Book Reading Children exhibit higher levels of vocabulary development when given the opportunity to engage in conversations that: –Go beyond the explicit information presented in a story –Require more than just describing pictures –Require more than “yes” or “no” responses

Interactive Book Reading Activities With Tissue Paper Read, Walk, Draw, LEA Creating Colors Using Food Color to Create Colors What Do You Hear? Three Ways to Retell a Story

Letter Knowledge Phonological Awareness Small Group Instruction

Sequence of Phonological Awareness Skills SkillPre-skill 1. Separate sentences or titles into words. (e.g., clap out words in a title) Concept of word – Makes up sentences Understanding terms-start, beginning, middle, last, end 2. Separate words into syllables or beats (e.g., clap out syllables in words) Concept of syllable – Natural short pause within word. The technical definition of a syllable is a group of letters with one vowel sound. Understanding terms-start, beginning, middle, last, end 3. Recognize rhyming words. (e.g., children can correctly identify words that rhyme.) Concept of rhyme – two or more words that sound alike at the end Understanding terms same and different Understanding terms start-beginning, middle, last, end 4. Generate rhyming words. (e.g., children make up new rhyme with real or nonsense words) Concept of rhyme – two or more words that sound alike at the end Understanding terms-same and different Understanding terms-start, beginning, middle, last, end 5. Recognize words that start with the same sound.Concept of alliteration - repetition of the same sounds at the beginning of words Understanding terms- start and beginning 6. Generate words that start with the same sound.Concept of alliteration - repetition of the same sounds at the beginning of words Understanding terms-start and beginning 7. Recognize words that end with the same sound.Understanding terms-end and last 8. Generate words that end with the same sound.Understanding terms-end and last 9. Segment words into sounds. (e.g., the sounds in cat are /c/-/a/-/t/) Concept of phoneme – smallest sound unit Understanding terms-take apart and separate 10. Blend sounds into words. (e.g., /c/-/a/-/t/, put together says cat) Concept of phoneme – smallest sound unit Understanding terms-put together and blend 11. Move sounds around to create new words.( e.g., If I take the letter c off of the word cat and put on the letter h, I have the word hat.) Understanding terms-delete, take-off, replace

Sequence of Letter Knowledge Skills SkillPre-skill 1. Sing the alphabet. 2. Say the alphabet with the middle letters l,m,n,o,p clearly and separately said. Concept of letter – letters are combined to make words and tell a meaning. Ex., Cat has three letters. The combination of the letters in the right order names an animal. 3. The child can recognize the letters in his or her first name. Concept of letter – letters are combined to make words and tell a meaning. Concept of upper case – Block or capital letters are at beginning of some words. Concept of lower case – most printed letter are lower case. 4. The child can write the letters in his or her first name. Concept of letter – letters are combined to make words and tell a meaning. Concept of upper case – Block or capital letters are at beginning of some words. Concept of lower case – most printed letter are lower case. 5. The child can recognize the letters in his or her last name. Concept of letter – letters are combined to make words and tell a meaning. Concept of upper case – Block or capital letters are at beginning of some words. Concept of lower case – most printed letter are lower case. 6. The child can write the letters in his or her last name. Concept of letter – letters are combined to make words and tell a meaning. Concept of upper case – Block or capital letters are at beginning of some words. Concept of lower case – most printed letter are lower case. 7. The child can recognize and write the current upper and lower case letters of the week. Concept of letter – letters are combined to make words and tell a meaning. Concept of upper case – Block or capital letters are at beginning of some words. Concept of lower case – most printed letter are lower case. 8. The child can recognize and write the upper and lower case letters that have been introduced over the last month. Concept of letter – letters are combined to make words and tell a meaning. Concept of upper case – Block or capital letters are at beginning of some words. Concept of lower case – most printed letter are lower case. 9. The child can recognize and write the upper and lower case letters that have been introduced over the three months. Concept of letter – letters are combined to make words and tell a meaning. Concept of upper case – Block or capital letters are at beginning of some words. Concept of lower case – most printed letter are lower case.

Letter Knowledge Activities Vocabulary Infused with Letter Knowledge Fun with Hands-on Letter Making Very, Vibrant, Violet Vs Using the Scholastic Lessons to Teach Phonological Awareness and Letter Knowledge Syllable Division by Clapping, Jumping, and Looking Learning Shapes and Clapping Syllables

Math for Small Groups Counting Math Prepositions

Math Sequence 1.Begin with the theme, concept and activities in the Scholastic Curriculum. 2.Look at the list below. 3.Choose math skills that fit within the theme, concepts and activities from the curriculum and fit the needs of your children.

Mathematical Knowledge Demonstrates understanding of numbers/Number sense and operations –Count –Group –Order of Numbers –More/Fewer –Group Comparison –Ordinal Numbers –More and Less Than/Same –Position of Objects –Representing #’s with Objects –Identify positions i.e. first, last, top, bottom

Number computation –1 to 1 correspondence –Add 2 groups (using concrete objects) –Subtract 1 group from another (using concrete objects) Geometry –Recognize and describe attributes of shapes –Recognize shapes and real objects in the environment –Use shapes separately or in combination to produce pictures and objects Algebra –Sort by attributes –Recognize, describe, and develop patterns –Extend patterns –Create 3 object patterns

Standard Measurement –Compare two measurements using attributes i.e. height, temperature, length, weight, time –Sort by attributes Estimates and measures –Develop a beginning understanding of time and sequencing –Data/Probability –Use probability to predict –Pictographs –Bar Graphs

Small groups can be the most productive academic time of the day Make sure to: –Plan well each week’s activity –Prepare materials ahead of time –Practice new-to-you activities prior to trying them with children. –Allow NO down time for children. –Have a system for measuring time for each group….a timer is best –Have and practice transitions into and out of groups.