small group instruction for the big five of reading sweet home school district january 24, 2011

Small Group Instructionfor the

Big Five of ReadingSweet Home School

DistrictJanuary 24, 2011

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

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

Partnerships

• Pick someone near year you to be your partner.

• The person with the next birthday is coffee.

• The other person is cream.

Credit

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

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

comprehension.

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

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 you are absent?

Do you have clear routines for…

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

Behavior Expectation

PredictabilityPredictsAbility

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

InputInputInputInputInputInputInputSee you tomorrow

InputQuestionResponseFeedbackInputQuestionResponseFeedback

Multiple opportunities for student responses

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

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.

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.

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. . .”

Multiple Opportunities to Practice

• You select partners• Assign seats

A

Partnerships

E

F

BCD

Highest performer

Most struggling

A

Partnerships

E

F

BCD

Highest performer

Most struggling

A

Partnerships

E

F

BCD

Highest performer

Most struggling

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

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

Drill and Practice vs. Drill and Kill

Drill and Skill!

Drill and

Thrill!Repetition with joy

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

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

Date:______________________________________ Group level: ____________________________________

Text:____________________________________________________________________________________________

Reading Strategy: __________________________________________________________________________________

Group Leader: ____________________________________________________________________________________

Student Notes Scoring

Uses skills Word attack/decoding Comp strategiesFluencyWork ethic

X + PX + PX + PX + PX + P

Record keeping

Student Notes Scoring

App read strat VocabCompWork 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

Date:______________________________________ Group level: ____________________________________

Text:____________________________________________________________________________________________

Reading Strategy: __________________________________________________________________________________

Group Leader: ____________________________________________________________________________________

Frequent evaluation and feedback

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.

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

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

Break Time

Big Five of Reading

• Phonemic Awareness(pre K-2)• Phonics (K-3)• Fluency (K-6)• Vocabulary (K-adult)• Comprehension (K-adult)

(NRP, 2000)

Phonemic Awareness

Phonemic Awareness

Phonemic Awareness does not involve print!

It is sounds ONLY!!

Phonemic Awareness

• Phonemic Awareness is the ability to hear and manipulate sounds of our language.

• 3 levels of Phonemic Awareness–Word – Syllable– Phoneme

Phonemic Awareness

• Phonemic Awareness is the ability to hear and manipulate sounds of our language.

• 3 levels of Phonemic Awareness–Word /snowstorm/

Phonemic Awareness

• Phonemic Awareness is the ability to hear and manipulate sounds of our language.

• 3 levels of Phonemic Awareness–Word /snowstorm/– Syllable

Phonemic Awareness

• Phonemic Awareness is the ability to hear and manipulate sounds of our language.

• 3 levels of Phonemic Awareness–Word /snowstorm/– Syllable /snow/

Phonemic Awareness

• Phonemic Awareness is the ability to hear and manipulate sounds of our language.

• 3 levels of Phonemic Awareness–Word /snowstorm/– Syllable /snow/ /storm/

Phonemic Awareness

• Phonemic Awareness is the ability to hear and manipulate sounds of our language.

• 3 levels of Phonemic Awareness–Word /snowstorm/– Syllable /snow/ /storm/– Phoneme

Phonemic Awareness

• Phonemic Awareness is the ability to hear and manipulate sounds of our language.

• 3 levels of Phonemic Awareness–Word /snowstorm/– Syllable /snow/ /storm/– Phoneme /s/

Phonemic Awareness

• Phonemic Awareness is the ability to hear and manipulate sounds of our language.

• 3 levels of Phonemic Awareness–Word /snowstorm/– Syllable /snow/ /storm/– Phoneme /s/ /n/

Phonemic Awareness

• Phonemic Awareness is the ability to hear and manipulate sounds of our language.

• 3 levels of Phonemic Awareness–Word /snowstorm/– Syllable /snow/ /storm/– Phoneme /s/ /n/ /o/

Phonemic Awareness

• Phonemic Awareness is the ability to hear and manipulate sounds of our language.

• 3 levels of Phonemic Awareness–Word /snowstorm/– Syllable /snow/ /storm/– Phoneme /s/ /n/ /o/ /s/

Phonemic Awareness

• Phonemic Awareness is the ability to hear and manipulate sounds of our language.

• 3 levels of Phonemic Awareness–Word /snowstorm/– Syllable /snow/ /storm/– Phoneme /s/ /n/ /o/ /s/ /t/

Phonemic Awareness

• Phonemic Awareness is the ability to hear and manipulate sounds of our language.

• 3 levels of Phonemic Awareness–Word /snowstorm/– Syllable /snow/ /storm/– Phoneme /s/ /n/ /o/ /s/ /t/ /or/

Phonemic Awareness

• Phonemic Awareness is the ability to hear and manipulate sounds of our language.

• 3 levels of Phonemic Awareness–Word /snowstorm/– Syllable /snow/ /storm/– Phoneme /s/ /n/ /o/ /s/ /t/ /or/ /m/

Phonemic Awareness

• Phonemic Awareness is necessary but not sufficient for reading.

• Research suggests that those who have difficulty with Phonemic Awareness will have difficulty with reading

• Phonemic Awareness can be taught.• There are over 40 phonemes in

English from 26 letters.

• Word comparison• Rhyming• Sentence segmentation• Syllable segmentation and blending• Onset-rime blending and

segmentation• Blending and segmenting individual

phonemes• Phoneme addition, deletion and

manipulation

Phonemic Awareness

easy

hard

Video Study

Choral Partner

Individual Corrective Feedback

IIIIII III

IIII II

Student answered on cue Some partners not working

Did she answer that correctly?

One of the corrective feedback not positive

One correctly changed behavior

Explicit about my instruction•Writing as a response to

instruction•Set the purpose•Build background, graphic organizer, targeted conversation

Phonemic Awareness Video Study

• Second grade group of 4 students reviewing vowel sounds.

• Watch for clear routines.

Choral Partner

Individual Corrective Feedback

Watch for clear routines. . . .

Phonemic Awareness Video Study

• Coffee, share what you noted in you boxes. • Cream, discuss how clear routines prevent

disruptions.• With extra time switch questions.• Coffee then Cream, what suggestions would

you give this instructor?

Choral Partner

Individual Corrective Feedback

Phonemic Awareness Practice

Sentence segmenting• I’ll say a sentence, tap each time I

say a word.I went out for pizza.

I’ll say a sentence, move a slider each time I say a word.

My dog likes to chew bones.

Phonemic Awareness Practice

Word and sound skills• I’ll say two words, tell me if they are

the same or different/pit/:/hit/, /sat/:/sat/

• I’ll say two sounds, tell me if they are the same or different.

/l/:/l/, /p/:/b/

Phonemic Awareness Practice

Syllables• Clap for each syllable

/snow/ /ball/, /run/ /ing/ • Move a marker for each syllable

/po/ /ta/ /to/, /hope/ /ful/• Use a finger to count each syllable

/work/ /sheet/, /tea/ /cher/

Phonemic Awareness Practice

Onset-Rime Blending & Segmenting

Teacher Says: Student Says:

f-an fan

l-ast last

th-is this

spl-ash splash

Teacher Says: Student Says:

fan F-an

last l-ast

this Th-is

splash spl-ash

Blending

Segmenting

Blending & Segmenting• I’ll say the sounds,

you tell me the whole word

• /p/ /u/ /t/ • /s/ /e/ d/ • /p/ /e/ /a/ /s/• /h/ /o/ /k/

• I’ll say the word, you tell me the sounds in the word

• Igloo• Sat• Foam• That

Phonemic Awareness Practice

Phonemic Awareness Practice

• I’ll say a word, make a change to the word, you will tell me the new word.

• Start with fat, take away the /f/ add /th/. What is the new word?

• Start with put, take away the /u/ add /i/. What is the new word?

Phonics

Phonics

• Understanding phonics is the ability to associate sounds with letters and use them to recognize words in reading and create words in writing.

Phonics

• Letter-sound knowledge is prerequisite to effective word identification. A primary difference between good and poor readers is the ability to use letter-sound correspondences to identify words. (Juel, 1991)

• There is no comprehension strategy that will compensate for not being able to decode the words.

Phonics

• Regular words have letters that make their most common sounds. sat, ship

• Irregular words have one or more letters that do not make the common sound. the, of

• Sight words/high frequency words are words that can be read without reading sound by sound.

•Letter sounds •VC and CVC•Consonant Digraphs•CVCC and CCVC•Silent E•R-control vowels•Advanced consonants (i.e.,-tch, kn, soft c &g)•Vowel Teams•Multi-syllable words•Prefixes and suffixes

Phonics

easy

hard

PhonicsVideo Study

• First grade students• Short /i/ and /p/ /d/ /b/• Watch the order in which Julie cues

the students and her use of think time.

Choral Partner

Individual Corrective Feedback

Watch for use of cues and uses of think time. . . .

PhonicsVideo Study

• Cream, share what you noted in you boxes. • Coffee, discuss differences between the

types of fluency practice.• With extra time switch questions.• Cream then Coffee, what suggestions would

you give this instructor?

Choral Partner

Individual Corrective Feedback

Phonics practice

• The phonics instruction on the different ways to say long o.

• What sound?• What word?

• Readers, make a mistake!!

snowroadgoattoadcrowboat

Phonics practice

• The phonics instruction on the different ways to say long a.

• What sound?• What word?

• Readers, make a mistake!!

madepaidfatebrainlakeweigh

Fluency

Fluency

• Fluent readers are “. . . able to read orally with speed, accuracy, and proper expression. Fluency is one of several critical factors necessary for reading comprehension” (NRP 2000).

Fluency

Fluency is NOT speed reading!

Fluency

• Reading faster is not reading better!• Good readers change their rate as

they read.

Fluency

Fluency and comprehension• Fluency is not a goal. Fluency is a

way to reach strong comprehension. • Good readers are so automatic with

phonemic awareness, phonics, and vocabulary that they spend their time constructing meaning

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

•Accuracy•Prosody – Expression – Emphasis– Phrasing– Volume– Smoothness

•Rate–CWPM

The old man the vegetable garden.

Fluency

importance

Fluency

Prosody• Why did you go there? i.e., for what reason?

• Why did you go there? i.e., what is the actual reason?

• Why did you go there? i.e., someone else may go there but not you.

• Why did you go there? i.e., could the task have been done another way?

• Why did you go there? i.e., the location is in question.

Avoid Round Robin Reading!

• Defining Round Robin Reading– ‘‘the outmoded practice of calling on students

to read orally one after the other’’ (Harris & Hodges, 1995, p. 222)

• The strategy is used because teachers believe it helps them in “covering content, managing classroom behavior, improving fluency, and assessing students’ literacy development.” (Ash, Kuhn, Walpole, 2009)

Yet. . .

For the teacher• Management problems• It takes longer to read

orally

For the strong reader• Listening to disfluent

reading• They do not need to

subvocalize

Avoid Round Robin Reading!

Yet. . . For all learners• It is an inaccurate view of

reading• Interferes with

comprehension• MRIs show the brain is not

engaged For the struggling

reader• No chance to practice skills• Source of anxiety and

embarrassment

FluencyVideo Study

• Fifth graders then fourth graders in small group.

• Watch for the three types of oral reading, cloze, choral, choral with add on.

Choral Partner

Individual Corrective Feedback

Watch for use of different types of fluency practice. . . .

FluencyVideo Study

• Coffee, share what you noted in you boxes. • Cream, discuss differences between the

types of fluency practice.• With extra time switch questions.• Cream then Coffee, what suggestions would

you give these instructors?

Choral Partner

Individual Corrective Feedback

Fluency Practice

• In you handout you have several idea for practicing fluency.

• Read over the ideas and choose one you will use as you practice teaching fluency with your partner.

• Coffee use your chosen strategy to teach the first 3 paragraphs.

• Cream use your chosen strategy to teach the next 3 paragraphs.

• With extra time choose another strategy and alternate paragraphs

Fluency Practice

Vocabulary

Vocabulary

• Tier 1 words are common words we use daily. food, chair, run

• Tier 2 words are used frequently by mature speakers and readers, but unknown to students.

• Tier 3 words are low-frequency words used in content area classes. vignette, chord, precipitation

sparkle, furious, innocent

• Contextual Analysis• Morphemic Analysis

• Expressive Vocabulary• Receptive Vocabulary

Center for Teaching and Learning, University of Oregon

Vocabulary

Vocabulary

• Students can learn hundreds of words a school year through your direct instruction of words.

• Teach students root words, prefixes and suffixes

• Teach students how to use context clues to figure out words.

Tricky word card

Vocabulary

• Revolt• Revolution• Revolutionary• Revolutions• Postrevolution

Vocabulary

Routine• Step 1 – Introduce the word• Step 2 – Introduce the meaning of

the word• Step 3 – Illustrate the word with

examples and use in a sentence.• Step 4 – Check the students

understanding

Vocabulary Video Study #1

• Kindergarten whole group lesson• Watch for how many times the

students hear and say the vocabulary word in context.

Choral Partner

Individual Corrective Feedback

Watch for number of times students hear and use the word in context. . . .

Vocabulary Video Study #2

• Quick teach a vocabulary word–When students don’t know a word

• 2nd graders working on ee and ea

Vocabulary Video Study

• Cream, share what you noted in you boxes. • Coffee, discuss the number of times students

hear the vocabulary word in context.• With extra time switch questions.• Cream then Coffee, what suggestions would

you give these instructors?

Choral Partner

Individual Corrective Feedback

Vocabulary Practice

• In the handouts you will see several vocabulary ideas.

• You will teach a word to your partner.– Use the vocabulary routine to teach the

word. – You may also teach prefixes and

suffixes.

Coffee - lurk

• To lurk is to hide, usually with a bad intention. If you see a cat lurk near a birdbath it is likely that the cat is looking for a meal. How are lurk and hide the same? How are they different?

Cream - lumbering

• If you are lumbering, you are moving slowly and heavily. We saw the bears at the zoo lumbering in their cages. What is an antonym for lumbering?

Vocabulary Practice

With extra time, reinforce your word with one of the activities from the handouts.

Comprehension

Comprehension

• Comprehension is the complex cognitive process involving the intentional interaction between reader and text to extract or construct meaning. (National Reading Panel, 2000)

Comprehension is why we

read!!!

Comprehension• Text Structure• Make Inferences and Analyze• Evaluate• Story Structure• Generate Questions• Summarize• Monitor Comprehension

Instructional needs

Before Reading

• Teach the pronunciation of difficult to read words.

• Teach the meaning of critical, unknown vocabulary words.

• Teach or activate any necessary background knowledge.

• Preview the story or article.

Anita Archer

Before Reading

• Teach the pronunciation of difficult to read words.

• Teach the meaning of critical, unknown vocabulary words.

• Teach or activate any necessary background knowledge.

• Preview the story or article.

Anita Archer

Before Reading

• Teach the pronunciation of difficult to read words.

• Teach the meaning of critical, unknown vocabulary words.

• Teach or activate any necessary background knowledge.

• Preview the story or article.

Anita Archer

Before Reading

• Teach the pronunciation of difficult to read words.

• Teach the meaning of critical, unknown vocabulary words.

• Teach or activate any necessary background knowledge.

• Preview the story or article.

Anita Archer

During Reading

• Students are. . .

READING

After Reading

• Engaging students in a discussion can increase their depth of text processing and subsequent comprehension.

Anita Archer

Write (Draw) in response to reading

• When answering written questions, students will process the information deeply, enhancing their reading comprehension.–Written responses to questions–Graphic organizer– Reading response journals– Summaries– Exit Slips Anita Archer

It’s not reading, unless they are

reading.

Comprehension video study

• Second grade working on Main idea and details

• Look for how Linda signals students to read and for hand gestures.

Choral Partner

Individual Corrective Feedback

Watch for use of signals and hand signals. . . .

Comprehension Video Study

• Coffee, share what you noted in you boxes. • Cream, discuss the guiding question on

cues and hand signals. • With extra time switch questions.• Coffee then Cream, what suggestions would

you give this instructor?Choral Partner

Individual Corrective Feedback

Comprehension Practice

• Using the text A Harsh Place and A Butterfly Speeds Past teach the comprehension strategy of main idea and details.

• We can assume that students know the vocabulary words and can decode the words.

• Scaffold the instruction with I do, we do, y’all do and you do.

• Draw the graphic organizer in your notes

• Cream then Coffee, use of curriculum that you brought to practice with your partner. – Curriculums do not teach students, YOU

DO!!!– Bring your best instructional practices to

bring them to life. – Select one area from the Big 5 of

reading. – Use this time to problem solve

difficulties with your partner.

Feedback form

• On your own please complete the rest of the boxes of page 10 in your handouts.

• Use complete sentences.• You may uses your notes.

• Thank you for your time!!!!