1. Small Group Instruction Becky Cyrus and Becky Santoro Merry Oaks PD March 6 th 2013 1

2. Opening Discussion What is the most effective thing you are doing to meet your students needs in literacy? What do you feel like is the most important tasks your students should be doing during workshop? What does small group instruction look like in your room? How do you assess your student’s progress? What are you most comfortable with in terms of small group instruction? Least? 2

3. You Are An Octopus on Steroids 3

4. What Is It? Overview, Research, and Balanced Literacy 4

5. Small Group Instruction a group of readers (no larger than 6) who are similar enough in their reading development or strategy need that they can be taught together based on assessment and are flexible teacher is supporting their reading at a slightly more challenging level than the student can read independently objective is to work on what they most need in order to grow as readers Instruction is differentiated by reading level, type of text, or strategy 5

6. Small Group Instruction “ A simple principle- children differ- explains why there can be no one best method, material or program.” (D. Allington, 2001) “Learning to read depends on two critical factors; the teacher’s thorough knowledge of the reading process itself, and his or her determination to understand and respond to each child’s needs as a reader.” (Keene, 1998, pg.xiv) 6

7. Summary of Balanced Reading Approaches (Richardson, 2009) ApproachGroupingText LevelHow Text is ReadPurpose Interactive Read- aloud WholeAbove grade levelBy the teacherModel fluent reading & strategies; Motivate students to read and engage Shared Reading (Content) WholeOn grade levelStudents read with the teacher Teach strategies; support vocabulary and language Small Group Instruction SmallInstructional levelK-2 a mixer of shared and independent reading 3-5 students read text independently while teacher coaches Practice reading strategies with teacher support; Differentiate instruction based upon need Self-selected readingIndividualIndependent levelIndependentlyEnjoyment & fluency; Practice strategies that have been internalized 7

8. What Does It Look Like? Layout and strategies in Pre-K-2 and 3- 5, planning formats, guided reading vs. strategy groups 8

9. Pre-K to 1 st Grade Guided Reading Layout Pre-A: working with letters and names, working with sounds, working with books, interactive writing Emergent (A-C): reread of old text, sight words, book intro, reading with prompting, after reading teaching point, word study, rereading, guided writing Early(D-I): reread of old text, sight words, book intro, reading with prompting, after reading teaching point, word study, guided writing 9

10. K to 1 st Grade Guided Reading Strategies 1:1 matching Accuracy Strategies –Check the picture –Does it make sense? –Use known words –Use first letter –Sound out and blend Fluency Strategies –Phrasing and expression Comprehension –Recall –Retell –Predictions –Connections –Questioning –Problem/Solution –Inferencing Word Study –Short vowels, diagraphs Continuum of Literacy Learning provides detailed strategies for each level Current K benchmark: B Current 1 st benchmark: G 10

11. 2 nd -3 rd Grade Guided Reading Layout Transitional (J-P): reread of old text, book intro, reading with prompting, after reading teaching point, word study/rereading for fluency, guided writing 11

12. 2 nd -3 rd Grade Guided Reading Strategies Accuracy –Reread & think what makes sense –Read through entire word –Chunk syllables Vocabulary –Context clues Fluency –Phrases –Dialogue, prosody Comprehension –Summarizing –Characterization –Compare/contrast Word Study –Long vowels, other vowels Continuum of Literacy Learning provides detailed strategies for each level Current 2 nd benchmark: L Current 3 rd benchmark: O 12

13. 3 rd Grade- 5 th Grade Guided Reading Layout Fluent (N+): introduction to teaching point and chapter/section, reading with prompting, writing within reading, sharing and discussion 13

14. 3 rd Grade- 5 th Grade Guided Reading Strategies Vocabulary –Context clues –Word parts –Multiple meanings Word Study –Prefixes/suffixes –Multisyllables Comprehension –Theme –Main idea/details –Summarize –Infer –Evaluate –Genres Continuum of Literacy Learning provides detailed strategies for each level Current 4 th benchmark: R Current 5 th benchmark: U 14

15. Planning Formats Take a minute to look at the planning format (lesson plan) and rubrics in your packet How can you use these documents to increase your effectiveness with small group instruction? 15

16. How Do I Know My Students’ Level? New in Process: STAR Reader gives an approximate and can be used to help group students Grade level differentiation with different level of scaffolding (e.g. low, medium, high within grade level) Anecdotal notes to help make decisions about movement of levels Follow the genre theme for easier planning on teaching points Always determining text not just on level but complexity! Experienced in Process: Running records Instructional level One-on-one conferring notes Anecdotal group notes Tailor teaching points to the current needs regardless of current unit of study 16

17. Reading 3D Assessments Next year all K-3 teachers in North Carolina will be required to administer running records on I-Pads three times a year It will provide teachers with the instructional level of each student (letter level) 4-5 grade teachers will be required to administer running records manually using Reading A-Z or Qualitative Inventories until we receive Reading 3D Our goal is to get comfortable with paper/pencil running records by the end of the year so we are ready! Running records “cheat sheet” in packet- additional training will be available this summer with 3D and I am available to do a mini-PD on running records (sign-up sheet) 17

18. Guided Reading vs. Strategy Groups Guided Reading Students are reading the same text and level Predictable structure of pre-reading, reading, and extension Targeted teaching points (can be more than one) Lean-in prompts as students read 15-20 minutes Strategy Groups Students can be reading at a different level and different text Targeted strategy/goal oriented- one teaching point Similar structure to a mini-lesson Easier to have flexible grouping (students might be in two or more groups) 5-10 minutes Scheduling example 18

19. Where Are Our Resources? Reading A-Z (correlation chart) –81868 password: bookworms Reader’s Theaters Lakeshore Comprehension Folders TIMES for Kids Red bins Articles, newspapers, short passages 19

20. What Does It Look Like in a REAL Classroom? Forming groups, schedule, classroom management with contracts, anecdotal records 20

21. How Does This Fit Into The Common Core and 21 st Century Skills? R10 and extension ideas 21

22. CCR Anchor Standard 10 “Read and comprehend complex literary and informational text independently and proficiently.” How does small group instruction build into this standard? 22

23. 21 st Century Skills http://padlet.com/ - A free online sticky note board.http://padlet.com/ http://popplet.com/ - A free mind mapping website that allows you to insert links, pictures, video and text.http://popplet.com/ http://kidblog.org/home/- A free blog that kids can respond to each other’s commentshttp://kidblog.org/home/- http://www.makebeliefscomix.com/- A free online educational comic strip generator.http://www.makebeliefscomix.com/ http://j.mp/cmsgaggle - social wall, chat rooms, instant messenger, GaggleTubehttp://j.mp/cmsgaggle 23

24. “Take Aways” and Next Steps What is your personal goal in terms of what you’ve heard today? 24