Where we have been

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 Instruction1. Clear expectations about what is to

be learned2. 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, 2009Not 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 FeedbackPart 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

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• 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?

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