Organization and Management of Language Arts Program: Research about the Classroom Environment How Exemplary Teachers Organize What Research Says about.

Organization and Management of Language Arts Program:

Research about the Classroom EnvironmentHow Exemplary Teachers Organize

What Research Says about Grouping for Instruction

Lesley Mandel Morrow: [email protected] University

IRA Research Conference, Toronto, May 2007

Thank you to Ray Reutzel and Heather Casey for input in the Literature Synthesis. We published a chapter together in:

The Handbook of Classroom management, entitled: Organization and Management of Language Arts Teaching: Classroom Environments,

Grouping Practices and Exemplary Instruction. Eds. Evertson & Weinstein, Erlbaum, 2006 pp. 559-582

Outline of the Presentation• Literacy Rich Classroom Environments and their effect on Literacy

Achievement

• Assessing Literacy Rich Environments

• Exemplary Practice and Organization and Management with an emphasis on:

What Do exemplary teachers do when organizing and managing their school day

Whole group, small group, and one on one instruction Differentiating instruction

• Summary and Conclusions with suggestions for future research

• I will report on several pieces of my own research and others as well

• The research includes literature syntheses, experimental design studies, and qualitative research

Research Synthesis Process

Formulate a precise research question Determine key terms for conducting the

search Employ a systematic literature search process Identify the available research Classify, describe and analyze the findings Report the results

Shanahan, 2000

Organization and Management of Language Arts Programs


Key Terms for the Literature Search

Reviewed ERIC thesaurus search terms

Identified terms relevant to the research questions Two literature searches were run in the following databases:Academic Search Premier,

• Professional Development Collection, • Primary Search, Psych and Behavior Sciences Collection,• PsychINFO, • TOPICsearch, • Social Sciences Abstracts, • ERIC.

Results of searches were compared and synthesized


Research Question 1:

How do the physical features of a literacy-rich environment in classrooms impact student engagement and achievement?


Providing the Environment with Literacy Tools, Props, and Materials – Access is Key

Many classrooms lack books and literacy tools therefore these students lack access.

References: Fractor, Woodruff, Martinez, & Teale, 1993; McGill-Franzen, Allington, Yokoi, & Brooks, 1999; Morrow, 1990; Neuman & Celano, 2006; Reutzel & Fawson, 2002.

Organization and Management ofLanguage Arts Programs

Providing the Environment with Literacy Tools, Props, and Materials –

Providing access to books, literacy supplies, and literacy technology positively influences student literacy acquisition

References:

Clark & Kragler, 2005; Gump, 1989; Hoffman, Sailors, Duffy, & Beretvas, 2004; Katims & Pierce, 1995; Meskill & Swan, 1998; Morrow, 1992; Neuman & Roskos, 1992, 1993; Vukelich, 1989.


Physical Arrangement of Classroom Spaces

Environment is linked to human behavior in predictable ways. A study using the “setting” as the unit of analysis found:

• Human behavior changes from setting to setting to meet the needs of the setting

• Human behavior in each setting is more similar than different

Barker (1968, 1978)

Organization and Management of Language

Arts ProgramsPhysical Arrangement of Classroom Spaces

Arrange classroom areas according to functions (whole class lessons, small group lessons, science center, etc).

Devise efficient and clear traffic flow patterns that lead up to and around smaller classroom areas

Children’s literacy development is integrally tied to practical action, resulting from their need to control, manipulate, and function in their environment.

References:

Neuman & Roskos, 1997; Bromley, 1988; Mayfield, 1992; Staab, 1991,Morrow, 1990; Neuman and Roskos, 1992; Vukelich, 1989


Physical Arrangement of Classroom Spaces• Studies show connections between children’s literacy learning

and physical design changes in classroom environments.

• Classroom space should be sharply defined and arranged in a strategic manner.

• Moveable furniture such as tables, cabinets, easels, book- shelves can create physical definition in classroom areas.

References:Neuman and Roskos (1992, 1993, 1997), Roskos and Neuman (2001), Morrow, (1990); Rivlin & Weinstein, 1984).



Seating arrangements must be considered in relation to the literacy learning tasks to be completed.

Individually completed tasks need more isolated seating arrangements, e.g. cubicles or even desks in rows

Collaborative tasks need seating for children to be together, e.g., tables and pods (Hastings & Schwieso, 1995).



Factors of greatest importance in spatial design of classroom environments include:

1) organization of space,2) accessibility of materials,3) familiarity of procedures for using materials4) meaningful purpose of the activities5) the ability to have social interactions

(Cambourne, 2001; 2002; Neuman & Roskos, 1997; Neuman, 1999; Roskos & Neuman, 2001).


Physical Arrangement of Classroom Spaces –Effects on Engagement & Achievement

Strong relationships exist between the amount of books and the physical design of library centers and children’s use of books during free choice time.

Children in literacy rich classrooms had higher reading achievement than did children in classroom with less access to literacy materials.

Physical design changes in classroom centers increases young children’s length, frequency, and focus on activities in literacy.

Morrow & Weinstein,1982; Taylor, Blum & Logsdon (1986); Neuman and Roskos, 1992)

Literacy Centers Rocking Chair, Rugs, Throw Pillows Computer Multiple Genre Books (5-8 per child and 3-4 grade levels) Open Faced Shelving Books Stored By Genre Leveled Books Felt Board and Roll Stories Headset and Taped Stories Method For Checking Out Books Books on Tape Rules Demonstrations For Using Materials Accountability

Elementary School Journal, Reading Research Quarterly, Reading Teacher, Book chapters, a research monograph for NCTE, books

Relationship Between Recreational Reading and Scores on Standardized

Reading Tests

Percentile Rank

30

50

70

90

98

Minutes Reading/Day

1.9

5.0

10.0

20.0

65.0

Multiple Genres Available Fiction Non-Fiction Picture Books Informational Books Magazines Biography Poetry Novels

Organizing the Environment with Themes to Enhance Literacy

Development

The Teddy Bear’s Blood Pressure is 29 points.He should take 6 pills an hour and go to beduntil he is better.

Literacy and play occur as children use the post office to mail letters they have written

Play to create Language Development

Children are creating clay animals while studying them in their thematic unit

Children learned from their curiosity When a rich environment is created.

Desperate Housewives During Dramatic Play

Very Own Word

A collection of words On 5x8 cards Selected by the child Stored in a file box or in a baggie Read them, trace them, copy them


Provisioning the Environment with Literacy Tools, Props, and Materials

Note the fact thatall other dimensions of classroom environmentdepend on beginning with provisioningthe classroom withliteracy tools, materials,and supplies.

Interactive relationship among the four dimensions of print-richInteractive relationship among the four dimensions of print-richclassroom literacy environments.classroom literacy environments.

(Wolfersberger, Reutzel, Sudweeks, and Fawson, 2004)


Research Question #2:Can the literacy-richness

ofelementary classroomsbe effectively assessed?


The Classroom Literacy Environmental Profile (CLEP)

Classroom Literacy Environmental Profile (CLEP) – is a qualitative instrument that examines the “literacy richness” of early childhood and elementary classrooms.

The tool was designed through a systematic and extensive review of the literature,

classroom observations, and teacher focus groups about the multiple and complex characteristics of literacy-rich classroom environments.

The CLEP is composed of 33 items and two subscales. Subscale 1 focuses on the quantity and arrangement of print materials and

literacy tools available in the classroom. Subscale 2 focuses on organization and literacy interactions using print

materials and literacy tools in the classroom. Items are rated on a 7 point Likert scale with descriptors for 1, 3, 5 & 7 points.

Wolfersberger, Reutzel, Sudweeks, & Fawson (2004)

Organization and Management of Language Arts ProgramsThe Classroom Literacy Environmental Profile (CLEP)

CLEP, examiners rate

Quantity, utility, appropriateness of literacy tools; Quantity of genres, levels, format, and content of text materials; Classroom organization print, Number of student literacy products created, shared and displayed, Reference materials available; Forms of written communication; Writing utensils, writing surfaces, publishing supplies Technology available Classroom space allocations by size, location, boundaries, and types; Presence of a classroom library; Accessibility of reading and writing tools; Invitations and encouragements to participate in literacy events; Authentic literacy events, settings; interactions with literacy tools; Wolfersberger, Reutzel, Sudweeks, & Fawson (2004)


The Classroom Literacy Environmental Profile (CLEP)

The CLEP instrument has demonstrated reliability among raters in determining the richness of the classroom literacy environments

CLEP is a viable instrument for achieving acceptable levels of generalizability.

Wolfersberger, Reutzel, Sudweeks, & Fawson (2004)

Organization and Management of Language Arts

Programs

The Early Language and Literacy Classroom Observation (ELLCO)

The Early Language and Literacy Classroom Observation (ELLCO) Toolkit is a set of observation tools for describing the extent to which classrooms provide young children with optimal support for literacy and language development The ELLCO includes 3 interdependent observation components:

1) The Literacy Environment Checklist, 2) The Classroom Observation and Teacher Interview, and 3) The Literacy Activities Rating Scale.

The tool has an inter-rater reliability of 88% agreement among raters. The authors report that the Literacy Environment Checklist is sensitive to changes in classroom environments but were less sure of the subscale’s stability of measurement over time.

(Smith, Dickinson, Sangeorge, and Anastasopoulos, 2002)


The TEX-IN3 Observation System

Test Inventory: the range and quality of print materials in classrooms such as:

Electronic texts, process texts, games, charts, journals, leveled books, serials, portfolios, reference materials, teacher/student work, and textbooks, etc.

Text Use: records observations of teachers and children interacting as they use print materials

The entire environment of the classroom is rated using a researcher designed

rubric.

A Teacher Interview about the above items.

TEX-IN3 has high inter-rater-reliability and is useful for evaluation and research processes

Hoffman, Sailors, Duffy, & Beretvas (2004).


Question # 3What do Exemplary Teachers

do in the Organization and Management of their

Classrooms?

According to Research from the following groups:

Children are more successful developing literacy when they have excellent teachers

The Program for the Improvement of Student Achievement (PISA) The Center for the Improvement of Early Reading

Achievement (CIERA) The Center for English Language Achievement and

Assessment (CELA)Researchers

(Allington, Block, Johnston, Morrow, Pearson, Pressley, Ruddell, Taylor)

Characteristics of Exemplary Literacy Instruction

Varied Strategies Grouping to Meet

Individual Differences High expectations Teachers Care Constructive Feedback Productively Engaged Differentiate Instruction

Explicit Instruction Problem Solving Organization &

Management Skills: Rules, etc. Excellent Preparation Professional Development

Block, Oaker, & Hurt, 2002; Morrow, Tracey, Woo, & Pressley, 1999; Pressley, Allington, Wharton-McDonald, Block, & Morrow, 2001; Mosenthal, Lipson, Torncello, Russ, & Mekkelsen, 2004; Taylor, Pearson, Clark, & Walpole, 1999; aylor, Pearson, Peterson, & Rodriguez, 2005

Researchers Determining Characteristics of Exemplary Teachers

Block, Oaker, & Hurt, 2002;

Morrow, Tracey, Woo, & Pressley, 1999;

Pressley, Allington,Wharton-McDonald, Block, &Morrow, 2001;

Mosenthal, Lipson, Torncello, Russ, & Mekkelsen, 2004;

Taylor, Pearson, Clark, & Walpole, 1999;

Taylor, et. al., 2003; Taylor, Pearson, Peterson, & Rodriguez, 2005

Exemplary teachers have students

who score well on reading tests.

n=30 for the most effective teacher; n=29 for the typpical teachers

56 59

4844

0

10

20

30

40

50

60

70

Composite Reading Word Analysis

most effective teachers typical teachers

Exemplary teachers help low achieving children to score better

Wonderful Teachers Are Appreciated Who

Wonderful Teachers Are Appreciated and

Good Teachers are appreciated and CanMake Our Children’s Dreams Come True

Dear Mrs. Eisen,You are sweeter then a sweet potato. You are beter than a

chocalate ice crème with foge. I love you. Caprice

Dear Mrs. Rupper,I love you so mutch. I think of you all the tim. I need to give you a

hug all the time. I will alwayz think of you. Love, MariCarmen

Dear Mrs. Roman,I like to talk to flowers on

Saturday and Sunday. But I really get to talk to one all the other days in school when I talk to you.

I love you, Orlando

Dear Mrs. HeyerWhen I grow up, I want to be just like you.

Love, Tania

Organizing an Exemplary Day Independent Activities Morning Meeting

Morning Message Thematic Storybook Reading Mini Skill Lesson, Comprehension/ Word Study

Center Time Modeling Center Activities Activities are differentiated Activities Begin

Small Group Differentiated Instruction Instruction Assessment

Writing Workshop

Whole Class ActivityMorning Message

materials: chart paper, markers, pointer, word finder skill: locate specific word families/chunks within the

context of a sentence

Why do we use Centers Centers activities are for heterogeneous groups

Children get to practice skills learned Children learn to be independent, self directed, and how to collaborate

with peers

Provides activities when other assigned work is completed.

Differentiated materials are provided to meet individual needs.

Allows teacher to meet with guided reading groups or individuals to teach skills

Explicit modeling: Teacher does a lesson to introduce skills with center material

Guided Practice:Materials are used with the teacher’s help

Independent Practice: Materials placed in center for children to use

Include written directions for use

Include accountability for all center activities

Include rules during Center Time

Put completed work in a designated spot

Helping children to use center activities to meet their individual needs

Types of Centers & Activities Word Study Center:

With onset and rime letters create words for these word families (up, op, an, at). Write down the word families.

Listening/Comprehension Center:

Listen to the story on the headsets and follow along in the book Fill out the graphic organizer for story structure elements. Do one illustration for one story structure element

Writing Center:

Retell the story using the felt board and story characters provided. Write the retelling.

Library Corner:

Select an informational book that was read to the class. Partner read the book Discuss and then write and illustrate the part you liked the most

Choice Activities when others are completed: Do a program in the computer center Use one of the games in the word study center Write a short book about the theme being studied in your classroom

Center Materials for Practicing Comprehension

1. Felt Board StoriesCharacters from a book made of oak tag or construction paper. They are backed

with feltor sandpaper and used when telling a story by displaying them on a felt board.

2. Roll Moviesstories illustrated on paper that come on a roll (such as shelving paper). Dowels are inserted into a box with a rectangular cutout opening. The roll story is taped to the dowels at the top and bottom. The dowels are turned to reveal each scene.

3. Prop Stories A collection of materials for a particular book such as three stuffed bears, three bowls, and yellow-haired doll for telling the story of Goldilocks.

4. Puppet Stories Various types of puppets for telling stories such as hand, stick, face, and finger puppets.

5. Chalk Talks Drawing a story on a chalkboard or a sheet of paper while the story is being read or told.

Word Study Center Activities

Roll a Word

materials: onset cube, rime cube, paper, pencil skill: blending; use onsets and rimes to build words

Making Words

materials: letter tiles, pocket chart, index cards with little words and mystery word

skill: manipulate letters to make words, sort words by chunks, use chunks to create new words

Word Wheels

materials: word wheels, fasteners/paper clip & pencil skill: blending; use onsets and rimes to build words

How children go from one center to another:

Teacher assigns kids Center board indicates Change with the guided reading

group Ring a bell, set a Timer Assign three activities allow one

choice activity

Small Group Instruction

Research Question #4 What does the research say about

The nature of small group instruction Children’s achievement Children’s attitudes and behavior in

small groups

Organization and Management of Language

Arts Programs Small group homogeneous instruction is

used to provide children “differentiated” learning

1. To address individual needs based on

assessment.

2. To challenge children in an appropriate manner to meet their level of achievement

Nature of Homogeneous Small Group Instruction

Nature of Teaching in Homogeneous GroupsExplicit Skill InstructionTo meet Individual NeedsUse of appropriate materialsOn going AssessmentOn going reporting to home

Nature of Group: Size, Time Spent, etc.Change frequentlyAs many as you need, 3 to 5 children in a groupSelected by similar needsMeet daily or less for 5-30 minutes

Selecting Groups Use Multiple measures such as:Running RecordsObservationStandardized AssessmentTeacher Judgment, Alternate Rank Ordering

How to Select Reading Materials at Child’s Instructional Level

Teacher Judgment Print Size Language Patterns Illustrations, Vocabulary repetition Types of words, Numbers of words Number of different words, Length of sentences Length of book, Predictability, Decodable elements


Research on Homogeneous Grouping

Children who are high achievers do better in ability groups for reading than if they were not grouped at all.

Grouping does not seem to help or hurt middle achievers;

low achievers were not consistent. Some studies found that low-achieving children did do better in small-ability groups for reading instruction, other studies found that they didn’t

Ability grouping was associated with gains early literacy

(Eder, 1981;Esposito, 1973; Hiebert, 1983; Kulik & Kulik, 1982; Lou, Abrami, & Spence, 1996).McCoach, O’Connell, & Levitt (2006)


Homogeneous Grouping

Observations of what happens in small-ability groups in reading instruction explains the findings

High-ability groups read more than children in the low-ability groups. They also read continuous text that is uninterrupted.

High-ability groups were asked analytical questions and received lots of praise.

The attitude in the high-ability groups was positive with high expectations for student achievement.

Low Ability Groups Teachers had low expectations for student

success

Children recognized when they were in the low-ability groups and had negative feelings about it

Low-ability groups, spent less time reading and

more time working on isolated skills

When they read it was small pieces of segmented text rather than whole uninterrupted text

(Allington, 1984; Eder, 1981; Gambrell, Wilson, & Gnatt, 1981; Grant & Rothenberg, 1986).



Positive feelings about groups included:Students said they read more in small-groups

Had more positive interactions with the teacher, More positive interaction with each other,

Negative feelings about groups:

Once a group is formed you never move out of it.Children in a low-groups feel really dumb. There are a disproportionate number of children of color in low-ability groups. Most negative comments about ability grouping came from children in the low-ability groups

(Allington, 1984; Eder, 1981; Grant & Rothenberg, 1986; Hiebert, 1983;Weinstein, 1977).


Homogeneous Grouping By Ability

Children in low-ability groups spend more time oral round-robin reading, working in workbooks, and decoding than do their peers in high- groups.

Teachers tolerate more interruptions in low-ability groups than in high

Children in low-ability groups exhibit three times the number of inattentive behaviors exhibited by students in high groups

Children in low-ability groups often have low academic expectations and self-concepts

Teachers tend to interrupt low readers more often when they miscue while reading than they do high readers

(Allington, 1980, 1983; Gambrell, Wilson, & Gnatt, 1981; Leinhardt, Zigmond, & Cooley, 1981; Felmlee & Eder, 1983; Eder, 1983; Hiebert, 1983; Rosenbaum, 1980).



Friendships are increasingly influenced by continuing membership in an ability group (Hallinan & Sorensen, 1985).

Ability grouping may not be as harmful to students if group membership was changed at least monthly (Worthy & Hoffman,1996)

Ability grouping is used in 50% of the nation’s “blue ribbon” schools (Kletzien, 1996).


Small Group Practice – Centers

Engage children in productive, independent work(Bansberg, 2003; Cambourne, 2001, 2002; Moore, 1986; Olds, 1987; Reutzel & Cooter, 1991; Taylor & Pearson, 2002; Taylor, Pearson & Clark, 2000;Weinstein, 1977, 1981).

Examples include: Library Corners (Katims & Pierce, 1995; Morrow&Weinstein,1982, 1986;

Neuman, 1999; Neuman & Celano, 2001; Reutzel & Fawson, 2002).

Literacy-Enriched Play Centers (Dickinson & Tabors, 2001; Neuman & Roskos, 1992, 1993, 1997; Rogg, 2001; Roskos & Neuman, 2001; Vukelich, 1994).

Children report that small group independent work is productive

Purpose of Study To survey teachers in grades K-8 to determine

whole group and small group practices by focusing on the following issues:

Do teachers engage in small group instruction? How often do small groups meet? How many students make up a small group? What materials are used during small group instruction? What do other children do during small group instruction Do teachers value small group instruction? What are some of the problems with small group

instruction?

Procedure A survey distributed to 1,000 teachers

throughout New Jersey

675 of the 1,000 teachers surveyed responded

The survey was composed of 22 questions; 16 were objective and 6 were open ended

Data Source The data was analyzed by:

Grade and then grouped into early childhood (k-3), elementary (4-8), and then put together

Percentages were used to determine results

Open ended questions were tallied by grade

All open ended responses were listed and categories emerged to determine trends

TABLE 1

GRADELEVEL

SURVEYSRECEIVED

K -3 444

4 -6 232

TABLE 2 (1 response requested) Do you have small groups for meeting individual needs

Responses combined into grade level chunks

Yes No No response

K- grade 3 91 % 6 % 3 %

Grades 4 – 6 77 % 13 % 10 %

Results Small group instruction is used by most teachers

however more reading instructional time is done in whole group

Teachers most often responded that small groups meet 1 day a week; 2 days was the next most common response; and then 3 days

The survey reflected that most small groups are comprised of 4 children; 5 was the next most common response

Most teachers reported that their classrooms have 2-3 reading groups

Results Reading groups met from 5 to 40 minutes and

the most common responses were 10 to 20 minutes

Most teachers spent 45 minutes to an hour teaching in small groups during the school day.

33% of teachers consider management to be the biggest problem with small group instruction

The majority of teachers reported that small group instruction could be improved with the help of an aid

Small Group: A Summary

The majority had small group instruction 2 to 3 times a week

Majority have 4 to 5 children in a group

Majority see each group 1 to 2 times a week

Majority spend 10 to 20 minutes in groups

Majority believe small groups are important to meet individual needs

Some said it was overwhelming

Many said they didn’t know how to do it

What teachers need to differentiate Instruction

More help in the classroom, reading teachers, aids, parents

Professional Development

More planning time

Administrative support

More manipulative resources (independent materials, technology)

What is differentiated instruction? Flexible approach to teaching

Responds to student differences, interests, readiness, and learning needs

Modifying materials and instructional approaches to meet student needs

Same instructional goal different procedures

Ways to Differentiate Guided Reading

small group instruction to meet individual needs

Literature Circles Tiered Assignments Tiered Centers Contracts Cooperative Learning Assistive Technology Assessment to Guide Instruction Literacy Rich Environments with appropriate

materials for all

Instructional Tiers

First Tier: High-quality, whole-group instruction

Second Tier: Differentiated small-group instruction

Third Tier: Intensive Intervention

Understanding Tier One Whole group Instruction for all Basic foundational material Conceptually rich Builds knowledge, skills and strategies Linked to state standards Informed by research Teacher directed Activities include: group work, individual

practice and assessments Usually about 60 minutes of language arts block

Understanding Tier Two More targeted instruction

Usually shorter portion of the language arts block (30 minutes)

Differentiated instruction is done with:Small groups or individuals working directly

with the teacher, for accelerated work, to help those who are struggling, to reinforce

Children who aren’t with the teacher work in small groups or alone on activities geared to their ability

Understanding Tier Three Even more targeted than Tier Two

(Safety Net)

Systematic and explicit instruction

Aimed at preventing children from needing special education services by providing more flexible regular education options.

Usually an additional 30 minutes a day of the language arts block


Haertel, and Walberg (1994) examined 11,000 studies to determine factors influence student learning most in classrooms. They found 28 factors, but the single most important factor was:

CLASSROOM MANAGEMENT

A teacher who is, “grossly inadequate in classroom management skills is probably not going to accomplish much” (Wong & Wong, pg. 84).


General Conclusion:“How well teachers organize and

manage the language arts classroom is

the bedrock underlying effectiveliteracy instruction” (p. 576).

Morrow, Reutzel, & Casey, 2006

Thomas Jefferson’s Beliefs About Literacy Education

The ability of every citizen to read is necessary to the practice of democracy

Reading should be taught during the earliest yeas of schooling

Reading will ensure that the people will be able to be safe and be the guardians of their own liberty.

We Can Make Our Children’s Dreams Come True

Japanese Proverb

Better than 1000 days of diligent study

Is one day with a great teacher

The End

Additional slides saved for future reference.


Teacher Expectations – Teachers held high but appropriate expectations for all students

Teachers structured the environment and activities so students understood expectations, and outcomes to promote student independence, cooperation, and task completion.

Teachers held high expectations for themselves since they looked to improve their knowledge by attending professional development, seeking additional education, joining professional organizations.

Block, Oaker, & Hurt, 2002; Morrow, Tracey, Woo, & Pressley, 1999; Pressley, Allington,Wharton-McDonald, Block, and Morrow, 2001; Mosenthal, Lipson, Torncello, Russ, & Mekkelsen, 2004; Taylor,

Pearson, Clark, & Walpole, 1999; Taylor, et. al., 2003; Taylor, Pearson, Peterson, & Rodriguez, 2005

TABLE 4 (1 response requested)

How many children are in each reading group?


2 3 4 5 6 7 8 9 10 11 12 No response

Grades K-3

0.5% 5 % 25% 38% 15% 4 % 1% 0 0 0 0.5 % 11 %

Grades 4- 6

2% 1 % 22% 29% 7 % 4 % 2% 1% 1 % 0 4 % 27 %


How many reading groups do you have in your class?


2 3 4 5 6 No response

K- grade 3 5 % 22 % 35 % 22 % 5 % 11 %

Grades 4 - 6 13 % 17 % 20 % 21 % 0 % 29 %


How long do you meet with each reading group?

ResponsesCombinedinto gradelevelchunks

5 min 10 min 15 min 20 min 25 min 30 min 35 min 40 min Noresponse

Grades K-3 1 % 11 % 34 % 24 % 10 % 12 % 0 % 0 % 8 %

Grades 4- 6 0 % 10 % 10% 25 % 9 % 9 % 9 % 5 % 23 %

How much time do you spend teaching in small groups in a week?

Responsescombined intograde level chunks

30 min 45 min 1 hour 1 hour 30min

2 hours No response

Grades K-3 11 % 15 % 15 % 13 % 32 % 14 %

Grades 4 - 6 13 % 18 % 16 % 9 % 23 % 21 %


How many times a week do you meet with each reading group?


1 2 3 4 5 No response

Grades K-3 10 % 27 % 26 % 12 % 13 % 12 %

Grades 4 - 6 21 % 18 % 18 % 5 % 6 % 32 %

How often do you meet with small groups during the week?

Responses combined into grade level chunks 5 days 4 days 3 days 2 days 1 day No responseK- grade 3 8 % 16 % 25 % 20 % 23 % 8 %Grades 4 – 6 8 % 10 % 15 % 18 % 29 % 20 %


Whole Class Instruction

Whole class teaching and learning space is generally located near a large display surface such as a white board or projection screen and well away from designated small group instructional areas.

In early childhood rooms rugs are used for seating an entire class of children. In elementary classrooms, desks or tables are arranged in close proximity and face a large display surface.

Whole-class instructional space is allocated to support teacher explicit instruction of literacy skills, strategies or concepts.

(Bansberg, 2003; Morrow, L. M., Tracey, D. H., Woo, D. G., & Pressley, M., 1999; Pressley, Allington, Wharton-McDonald, Collins-

Block,&Morrow, 2001; Reutzel & Cooter, 1991; Romeo, 1999)


Whole Class Instruction

Whole class literacy strategies include teacher modeling of choral reading, echo reading, repeated reading, shared reading, readers theater, reading aloud, interactive writing, language-experience charts, etc.

In whole-group instruction teachers use big books, posters, overhead transparencies, power point presentations, etc which can be easily viewed by a group of children.

Whole class instruction provides few opportunities for students to explore or elaborate ideas or to meet individual needs

(Bansberg, 2003; Morrow, L. M., Tracey, D. H., Woo, D. G., & Pressley, M., 1999; Pressley, Allington, Wharton-McDonald, Collins-Block,&Morrow, 2001; Reutzel & Cooter, 1991; Romeo, 1999)Hardman, Smith, & Wall, 2003; Schumm, Moody, & Vaughn, 2000).


Heterogeneous Grouping

Cooperative learning heterogenous groups have shown consistent positive effects on student achievement ((Johnson, Maruyama, Johnson, Nelson, & Skon, 1981; Jongsma, 1990; Opitz, 1992; Radencich, 1995; Slavin, 1988; Stevens, Madden, Slavin, & Farnish, 1987a, 1987b; Topping, 1989; Webb & Schwartz, 1988; Wood, 1987).

In a synthesis of research on cooperative learning, Slavin (1991) found that cooperative learning not only increased student achievement but also increased student self-concept and social skills.

Table 9 (Open ended response)What materials teachers used in small groups


Leveled books Basals Children’s Literature

Combination of 3 No response

Grades K-3 38 % 2.5 % 3 % 47 % 8 %

Grades 4 - 6 18 % 1 % 16 % 50 % 21 %

TABLE 10 (Open ended response)Activities Carried out by Teachers During Reading Groups

Activity Percent K - 3 Percent 4 – 6 Grades

Read Alouds 20 % 5%

Mini-lessons in Comprehension 10 % 25 %

Fluency Training 12% 11%

Vocabulary Development 15%

13%

Mini Lessons in Word Study (phonological awareness phonics, sight words, )

30% 33 %

Independent/Silent Reading 10 % 5 %

Mini Writing Lessons and Experiences 10% 15 %

TABLE 11 (Open ended response)

What do your other children do when you are working in small groups?


Workbook pages Assigned activities Centers assignedor by their own

selection

Combination of all three tasks

No response

Grades K-3 10% 18 % 41% 20% 11 %

Grades 4 - 6 12% 30% 10% 8% 40 %


If you have centers, what type do you have?


computers writing Comp Word study

Indep. rdg math Art Science other No response

Grades K-3

61 % 74 % 37 % 57 % 71 % 25 % 18% 8 % 12% 2 %

Grades 4 - 6

28 % 32 % 22 % 22 % 32 % 4 % 0% 0 % 0 0 %


What systems do you use when moving students from one center to the next?


Teacher assigns students Children make their own choices

Both No response

Grades K-3 53 % 22 % 8 % 18 %

Grades 4 - 6 28 % 12 % 4 % 56 %

TABLE 14 (Open ended response)What are your biggest problems when you carry out small-group instruction?


Classroom management

(disruptions, noise)

Not enough time Planning Time All other No response

K- grade 3 52.5% 12.5 % 0 % 4 % 27 %

Grades 4 - 6 37 % 6 % 6 % 18 % 40 %

TABLE 15 (Open ended response)How could small-group instruction be made more manageable?


Another adult Smaller class size

More time to plan / carry out instruction

More resources Professional Development

No Response

K- grade 3 40 % 20 % 20 % 20 % 20% 47 %

Grades 4 - 6 20 % 25% 20% 28 % 17 % 60 %

TABLE 16 (Open Ended Response)What are the greatest values in small group instruction?

Responses combined into grade level chunks Meets individual needs More personal attention All other No Response

Pre- K- grade 3 66 % 10 % .5 % 26 %

Grades 4 - 6 54 % 5 % 9.8 % 38 %


Classroom Environments Exceptional Classroom Management – The classroom was well

organized with clear procedural training about the purposes and expectations for each area of classroom space. Instructional routines and procedures were clearly defined, well understood, conspicuously displayed, and consistently applied.

Teachers created literacy rich environments with access to and Emphasis Upon Books– A variety of real texts with children – poetry, songs, environmental print, stories, decodable books, pattern books, and information texts. They also used differing levels of books from easy to challenging to meet the instructional and independent levels of children.

Teachers created and maintained a classroom “atmosphere” of respect, support, and clear expectations. Children were taught to help, support, cooperate, and collaborate in the best interests of others as well as themselves. The affective quality in the classroom is exemplary

Organization and Management of Language Arts ProgramsStructure and Content of

Instruction –Effective Practices

Instructional Balance – Teachers integrated explicit skills instruction seamlessly with authentic, connected text reading and writing practice and experiences.

Instructional Density – Children were always engaged and productive. Teachers covered many more skills/ concepts/ strategies per hour of instruction. Every moment in the classroom was oriented toward the goal of promoting learning – even lining up for lunch or recess!

Instructional Strategies-Used varied strategies and integrated the teaching of reading and writing to meet different learning styles and needs


Teachers were as comfortable teaching content knowledge to children during reading and writing instruction as they were teaching reading and writing skills as tools for acquiring content knowledge.

Teachers are passionate about what they do and care about their children

Teachers made every effort to assess and monitor students to assure that the tasks assigned in reading and writing were of sufficient challenge to promote engagement and progress but not to induce frustration and failure.

Teachers organize small group instruction to meet individual needs.

Block, Oaker, & Hurt, 2002; Morrow, Tracey, Woo, & Pressley, 1999; Pressley, Allington,Wharton-McDonald, Block, and Morrow, 2001; Mosenthal, Lipson, Torncello, Russ, & Mekkelsen, 2004; Taylor, Pearson, Clark, & Walpole, 1999; Taylor, et. al., 2003; Taylor, Pearson, Peterson, & Rodriguez, 2005

Organization and Management of Language Arts Program: Research about the Classroom Environment How Exemplary Teachers Organize What Research Says about.

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qualitative research

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literacy achievement

literacyrich environment

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