Where we have been
Dec 16, 2015
Where we have been
Review of Tier 1
• As we work to develop more intensive systems for our struggling students we assume– You are working on your core– You are working on your screening
assessment system– You are looking at schoolwide data
Without a strong core
the systems you will begin to
create over the next few days
will be overwhelmed.
Where we are going
Small Group Instruction
Why are we here?
• Most of the interventions are delivered in small group setting – we should discuss that delivery model!
• Learn about instruction of students in the small group setting.
• Learn about what research tells us about the key components of reading
Explicit about my instruction•Eliminates confusion about why we are here•Gives you a road map for where we are going
Expectations
• Demonstrate good audience skills– Silence cell phones– Hold side conversations out of ear shot of
others– Engage in active listening
• Participate in partner discussions• Take notes to track your thinking• If you need a break, take one• Complete the evaluation/formative
assessment at the back of the packet
Explicit about my instruction•Clear expectations reduce confusion•I assume you know all these things
“But I’m not delivering small group instruction. .
. .”• As leaders you will need to train
others on small group instruction.• As coaches you will need to show
others how to deliver small group instruction.
• As observers you will need to determine if small group instruction is delivered well
• As teachers you will need to deliver and talk with your peers about small group instruction.
“Simply placing students in small or more homogenous group is not enough. For grouping to be maximally effective materials and teaching must be varied and made appropriately challenging to accommodate the needs of students at their different levels of ability.”
~John Hattie, Visible Learning, 2009, p. 95
“Simply placing students in small or more homogenous group is not enough. For grouping to be maximally effective materials and teaching must be varied and made appropriately challenging to accommodate the needs of students at their different levels of ability.”
~John Hattie, Visible Learning, 2009, p. 95
Definition of Small Group
• size of each group (e.g., 3-5 for struggling readers, 5-7 for other students, etc.)
• number of days per week each group attends the Teacher-Led Center
• number of minutes per day• content and level of the lesson (i.e. area(s)
of reading skill and level of instruction) • type of lesson structure for each group (i.e.,
Skills-Focused Lesson or Guided Reading)
Guided Reading
• Guided Reading is a context in which a teacher supports each reader’s development of effective strategies for processing novel texts at increasingly challenging levels of difficulty” (Fountas & Pinnell, 1996, p. 3).
Skill Focused Lessons• “explicit re-teaching of
both knowledge elements and skills, as well as extended opportunities to practice the application of these skills in a variety of contexts ranging from individual words, to phrases, to sentences, to connected text.” (Kosanovich, p.4)
Types of Small Group Instruction
Guided Reading
• Guided Reading is a context in which a teacher supports each reader’s development of effective strategies for processing novel texts at increasingly challenging levels of difficulty” (Fountas & Pinnell, 1996, p. 3).
Skill Focused Lessons• “explicit re-teaching of
both knowledge elements and skills, as well as extended opportunities to practice the application of these skills in a variety of contexts ranging from individual words, to phrases, to sentences, to connected text.” (Kosanovich, p.4)
Systematic Instruction
1. Clear expectations about what is to be learned
2. Clarity of presentation3. Multiple opportunities for student
responses4. Active monitoring of responses 5. Frequent evaluation and feedback
Christenson, 1989
Clear expectations about what is to be learned
Clear expectations about what is to be learned
• Gain student’s attention• State the goal of the lesson– “Why do we have to learn this?”– Convey the skill’s relevance in the larger
context
Behavior Expectations
• Promote safety and a positive learning environment
• Keep rules short and simple• State in the positive• Give example and non-examples• Review rules regularly • Looks like/sounds like chart
What it looks like
• Keep your eyes are on the teacher, partner or the text
• Follow directions• Honor other people’s
things and feelings• Wait for your turn
What it sounds like
• Use kind words• Use a quiet voice
Be Respectful
example
• Tally marks– Each student has a
post it– One side for
behavior– Other side for
individual responses
• Great for communication with classroom teacher
• Can tie to PBIS plan
Steven
Behavior Expectations
What we expect=
What we get
– How to enter the learning space?
– How to exit the learning space?
– Use the bathroom?– Get a drink?– Having no pencil?– Sharpen a pencil?– Use a binder or
folder– What to bring?
– Cues for attention– Cues for stop!– How to get help?– How to use
computers?– What to do in fire
drill?– When you have not
yet arrived at the learning space?
– When the instructor is absent?
Do you have clear routines for…
• Which type of small group instruction is happening in your schools, guided reading and/or skill focus lessons?
• How are the behavioral expectations set?
Talk to a neighbor
Clarity of presentation
Clarity of presentation
• Modeling or demonstrating the skill (I do it)
• Providing prompted or guided practice (we do it)
• Providing structured partnership (y’all do it)
• Providing unprompted practice (you do it)
I do it
• Demonstrating and describing what is being done
• Think alouds• Be clear, consistent, and concise• Provide several models• Involve students in the model
We do it
• Guided practice is provided through the use of prompts– Directions, clues, cues or reminders– Physical, verbal, visual
• Prompts are gradually withdrawn– Telling Asking Reminding
Y’all do it
• Partners practice the skill together• Partners are taught to prompt– “Would you like help or time?”
You Do It
• Independent work consists of the same task used during instruction
• Initial attempt at independent practice
• Provides a chance for constructive feedback
• Formative assessment– Assessment that changes our instruction
Multiple opportunities for student responses
Multiple opportunities for students to practice
• Provides more than one opportunity to practice each new skill
• Provides opportunities for practice after each step in instruction
• Elicits group responses when feasible• Provides extra practice based on accuracy of
student responses
Carrie Thomas Beck, Ph. D.Oregon Reading First Center
By giving a response students are retrieving, rehearsing and practicing what has been taught.
Drill and Practice vs. Drill and Kill
Drill and Skill!
Drill and
Thrill!Repetition with joy
Active monitoring of responses
Active monitoring of responses
• Listening for responses• Watch and listen to a child each turn• Listen-in to partner responses• Read written responses• Record keeping
Record keeping
Record keeping
Frequent evaluation and feedback
Feedback
• Teachers provide to students• Students provide to teachers–What students know–What they understand–Where they make errors–When they have misconceptions–When they are not engaged
– Hattie, 2009
Not in handouts
Frequent evaluation and feedback
• Feedback will help close the gap between current response and desired response.
• Remain positive• Focus on the correct response not
the incorrect response
Corrective Feedback
• Provides affirmations for correct responses• Promptly corrects errors with provision of
correct model• Limits corrective feedback language to the
task at hand• Ensures mastery of all students before moving
on
Carrie Thomas Beck, Ph. D.Oregon Reading First Center
Corrective Feedback
• Affirmations√ Go beyond a simple “yes,” “good job” or “that’s
right.”
√ Be specific!“Yes, /aaaaaa/.”“Yes, that word is goat.”“Right, the fox was trying to come up with a plan to trick the rabbit.”
Carrie Thomas Beck, Ph. D.Oregon Reading First Center
Corrective Feedback
Part Firming Paradigm:1. Tell the answer.2. Repeat the task.3. Repeat the part.4. Go on to the next part.5. Go back to the beginning of the exercise if
you had to firm more than one part.
Carrie Thomas Beck, Ph. D.Oregon Reading First Center
Corrective Feedback
Practice does not make perfect.
Perfect practice makes perfect.
• How would you describe the small group instruction currently occurring in your schools?
• How can you take this structure back to your schools?
Talk to a neighbor
Overview of the “Big 5”
Tara Black & Dean RichardsOrRTI Cadre 7 Training
• Word comparison
• Rhyming Which words rhyme? pail, tail or cow, pig?
• Sentence segmentation The cat is fat. How many words do you hear?
• Syllable segmentation and blendingClap the syllables in these words:bat, batter, airplane, table, porcupine
Phonemic Awareness
Phonemic Awareness
• Onsets and rimes The first part of cat is /c/; last part of win is /in/)
• Phoneme segmentationHow many sounds are in cat?
• Phoneme addition, deletion and manipulation Listen to the word, bat; drop the /b/ add replace with /c/ what’s the word?
•Letter sounds •VC and CVC •Consonant Digraphs•CVCC and CCVC•Silent E
Phonics
Phonics
•R-control vowels•Advanced consonants (i.e.,-tch, kn, soft c & g)•Vowel Teams•Multi-syllable words•Prefixes and suffixes
95% 98% 99%
The Secret Life of Bees
18.5 7.4 3.6
My Brother Sam is Dead
15 6 3
The Magic School Bus
6 2.4 1.2
Necessary Skills: Phonics and other strategies for decoding words
•Accuracy
•Prosody – Expression – Emphasis– Phrasing– Volume– Smoothness
•Rate–CWPM
The old man the vegetable garden.
Fluency
• Contextual Analysis• Morphemic Analysis
• Receptive Languageo Reading Comprehensiono Listening Comprehension
• Expressive Languageo Writingo Speaking
Vocabulary
Center for Teaching and Learning, University of Oregon
• Text Structure• Make Inferences and Analyze• Evaluate• Story Structure• Generate Questions• Summarize• Monitor Comprehension
Keep in mind:Reading OAKS strand information is more related to the difficulty of the passage than the ability for the student to use the skill
Comprehension
Talk to a neighbor
• What are the “Big 5” components of a core reading program?
• Video 1– First grade– Phonemic Awareness
• Video 2– 4th grade– Phonemic Awareness
• Video 3 – 1st grade– Phonics
phonics
• What similarities did you notice in the Phonemic Awareness videos and the Phonics video?
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• Video 4– 5th grade– Paragraph Fluency
• Video 5– 3rd grade– Vocabulary
• Video 6– 2nd grade– Fluency and Comprehension
• How did the components of small instruction look in each of the big 5 areas of Reading?
Talk to a neighbor