Small Group Instruction for the Big Five of Reading

1. Small Group Instructionfor theBig Five of Reading Sweet Home School District January 24, 2011

2. Why are we here? • 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 • Creates a “sense of urgency” regarding today

3. 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

4. Partnerships • Pick someone near year you to be your partner. • The person with the next birthday is coffee. • The other person is cream.

5. Credit

6. Systematic Instruction • Clear expectations about what is to be learned • Clarity of presentation • Multiple opportunities for student responses • Active monitoring of responses • Frequent evaluation and feedback Christenson, 1989

7. Clear expectations about what is to be learned

8. 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 • Explicit about my instruction • Keeping you engaged • Writing to help increase comprehension.

9. 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

10. Be Respectful What it looks like What it sounds like Use kind words Use a quiet voice • Keep your eyes are on the teacher, partner or the text • Follow directions • Honor other people’s things and feelings • Wait for your turn

11. Behavior Expectations What we expect = What we get

12. Do you have clear routines for… • 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 you are absent? • 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?

13. Talk Time • Coffee then Cream please share the routines that have worked for you. With extra time discuss which areas you would like to create routines. Which areas do you need agreements to do as a group? • Explicit about my instruction • Explicit roles for each partner • Built in differentiation • It is the beginning of the conversation, I realize there will not be enough time

14. Behavior Expectation Predictability Predicts Ability

15. Clarity of presentation

16. 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)

17. 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

18. 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

19. Y’all do it • Partners practice the skill together • Partners are taught to prompt • “Would you like help or time?”

20. 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

21. Multiple opportunities for student responses

22. 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

23. Multiple opportunities for student responses Input Question Response Feedback Input Question Response Feedback Input Input Input Input Input Input Input See you tomorrow

24. By giving a response students are retrieving, rehearsing and practicing what has been taught.

25. Group Responses • Why group responses • All students are involved • Safe • Built in support • Group responses should be used when the answers are short and the same.

26. Multiple Opportunities to Practice • Why Partner Responses • Benefit from others ideas • More talk time = stronger language proficiency • Feedback from partners • Social skills • Cooperation skills • Learning community • Partner Responses should be used when the answers are long and different.

27. Partnerships • Look, lean, and whisper • Students should give responses in complete sentences. • Sentence starter • “Review the story and determine the main idea. One’s tell your partner the main idea of the paragraph. Begin by saying, The main idea is. . .”

28. Multiple Opportunities to Practice • You select partners • Assign seats

29. Partnerships A B C D Highest performer Most struggling E F

30. Partnerships A B C D Highest performer Most struggling E F

31. Partnerships A B C D Highest performer Most struggling E F

32. Written Responses • Why written responses? • Solidifying ideas • Record of thinking • Strong link between Reading and Writing • Think and write – pair and write – share • White boards • Quick slips • Answer questions

33. Individual Oral Responses • Why individual responses? • Quick checks on skills • Keeps students accountable and on task • This is NOT calling on volunteers! • Only call on one student when you know that they are going to give the correct answer. • You have heard the conversation with the partner • The answer is based on personal experience

34. Drill and Practice vs. Drill and Kill Drill and Skill! Drill and Thrill! Repetition with joy

35. Talk Time • Coffee please do the following: • Review the clarity of presentation section with your partner. Discuss one way you have or plan to scaffold your instruction in this way • Cream please do the following: • Review the multiple opportunities to respond section with your partner. Discuss one way you have or plan to increase student participation in your small group. With extra time switch questions

36. Active monitoring of responses

37. 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

38. Record keeping Date:______________________________________ Group level: ____________________________________ Text:____________________________________________________________________________________________ Reading Strategy: __________________________________________________________________________________ Group Leader: ____________________________________________________________________________________ Scoring Uses skills Word attack/decoding Comp strategies Fluency Work ethic X + P X + P X + P X + P X + P Student Notes

39. Record keeping Date:______________________________________ Group level: ____________________________________ Text:____________________________________________________________________________________________ Reading Strategy: __________________________________________________________________________________ Group Leader: ____________________________________________________________________________________ Student Notes Scoring App read strat Vocab Comp Work ethic 6 5 4 3 2 1 6 5 4 3 2 1 6 5 4 3 2 1 6 5 4 3 2 1

40. Frequent evaluation and feedback

41. 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

42. 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

43. 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

44. Corrective Feedback Part Firming Paradigm: • Tell the answer. • Repeat the task. • Repeat the part. • Go on to the next part. • 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

45. Corrective Feedback Practice does not make perfect. Perfect practice makes perfect.

46. Talk Time • Cream please answer the following question: • How would the record keeping form help your instruction? • Coffee please answer the following question: • What difficulties do you see in giving corrective feedback? With extra time switch questions

47. Feedback form • On your own please complete the first two boxes of page 10 in your handouts. • Use complete sentences. • You may uses your notes. • Explicit about my instruction • Writing as a response to instruction • Synthesizing information • Think/Pair/Share/Think/Write • Formative assessment

48. Break Time

49. Big Five of Reading • Phonemic Awareness(pre K-2) • Phonics (K-3) • Fluency (K-6) • Vocabulary (K-adult) • Comprehension (K-adult) (NRP, 2000)

50. Phonemic Awareness