Overall Project Design

<Guided Reading; Planning for Small Groups>

Design choices:

Additional Developer Notes: Supplemental Forms are to be developed in conjunction with administration and stakeholders prior to this training. Planning forms for each area of reading; phonemic awareness, phonics, fluency, vocabulary, and comprehension. Sample forms from Debbie Diller’s book (Diller, Debbie. (2007). Making the Most of Small Groups. Canada: Stenhouse Publishers) can be used as a baseline template and stakeholder can revise as needed.Forms are also needed for feedback, a blank assessment grid and a flow chart showing the five areas of reading (prioritized) are also needed.

The presenter will move through this Google Slides presentation, elaborating on each topic, facilitating discussions, and clicking on the images to display embedded links when prompted to do so by the presenter notes. Presenter, administrators, and any support staff who were stakeholders in the development process should circulate during work times to support, clarify, and assess.

Color scheme:

Font styles, sizes, colors (include font style name, size, and color for each element):

Title: orange, bold, Veranda, 52ptSubtitle: cornflower blue, Veranda, 28ptHeadings: black, #000000, bold, Veranda, 24ptSubheadings: black, #000000, bold, Veranda, 18ptText: black, #000000, Veranda, 18pt

Google Slides: Text: black, #000000, Background: whiteAll bullet points will be colored circles laid out in the following sequence: First - Dark Purple 1Second – Theme Color #0097a7 close to Dark Blue 15Third – Dark Green 1Fourth – Dark Orange 1

Images pull color schemes from this palate.

EHES elementary school staff:

-currently relying on a variety of resources to teach new curriculum and standards

-predominantly female, with a masters degree and over 16 years of experience

-learners have a lot of real-world skills

-older, with very few digital natives

-previously trained in the use of Google Drive/Docs, Learninga-z.com, Reading a-z.com

-reported technology as an area where more training is needed

-appreciate basic technology integration in a blended environment to provide step-by-step support

-use Google apps on a daily basis and are familiar with their features

-access to extensive leveled readers through Readinga-z.com and classroom texts

-report being frustrated by the lack of training in Guided Reading practices

A lack of training has prevented successful unified

implementation of the Guided Reading model.

The goal of this project is to minimize frustration

by providing school-wide training in Guided Reading.

Content Slide #1

<Guided Reading: Planning for Small Groups>

Hands reaching upwards: http://reachstudios.net/wp-content/uploads/2014/03/Reaching-Hands-604x255.jpg

“Welcome to your first Guided Reading training session. A copy of this presentation has been shared with you in Google Drive. I have also shared several other resources with you. If anyone did not receive the resources, I’ve shared them with your administrator who will gladly share them with future employees and anyone who was not on the distribution list. I will be presenting key material with many examples. There are quite a few embedded resources n the presentation. You’ll see video clips and we’ll make time for discussions about how this would actually play out in your classroom.”

No interactivity, animation, and additional navigational instructions in this slide

Content Slide #2

<Objectives>

4 bullet points : colored circles laid out in the following sequence: First - Dark Purple 1Second – Theme Color #0097a7 close to Dark Blue 15Third – Dark Green 1Fourth – Dark Orange 1

“I want to acknowledge that there are many moving parts to Guided Reading. We can’t cover everything right now, so we’ll be breaking the process down into manageable pieces. That is why we are offering a three part training. This session will be “Planning Small Groups”, the next session will be “Creating and Scheduling Center Activities”, and the final session will be “Managing Small Groups”. Some questions you have may pertain to the other training sessions. I ask that today you try to focus on the planning that occurs before the students even walk into the room. If have a question or topic to discuss that pertains to one of the other trainings, I encourage you to jot it down.

Please read the objectives for today. *Pause* Does anyone have questions before we begin?”

Content Slide #3

<Guided Reading>

4 bullet points : colored circles laid out in the following sequence: First - Dark Purple 1Second – Theme Color #0097a7 close to Dark Blue 15Third – Dark Green 1Fourth – Dark Orange 1

Image: http://www.ignitiacreatives.com/wp-content/uploads/2015/02/kaboompics.com_Girl-reading-a-notebook.jpg

Objective 1: Learners will give a rationale for Guided Reading stating two ways that students will benefit from this type of instruction.Assessment Focus: Whole group discussion and trainer observation; facilitate a clear understanding“This district is looking to unify the way we teach reading. We recognize you all have a lot of experience and many great ideas that you’re bringing to the table. How do we distill that into a unified system of teaching reading? The answer is Guided Reading. This provides targeted support in small groups using texts that are in the instructional range to build specific skills. Traditionally, Guided Reading has been done with groups focusing on leveled texts, but we are going to learn how to use data to build needs-based groupings so students are working on specific skill deficits. Your students with phonics needs will be in their own group, and students with comprehension needs will be in another group. By helping students systematically build skills, you can help them make exponential growth and foster a love of reading.Check out this embedded image! *Click on image* As I said, this presentation is in your shared folded in Google Drive. It’s important to note that many of the images in this presentation are clickable and will take you to key resources that can be used as you develop guided reading plans on your own.”

Embedded in the image is the link: http://www.literacyfootprints.com/wp-content/uploads/2015/08/Infographic-1-GuidedReading.jpg

Content Slide #4

<Guided Reading>

WHY Graphic cited: http://projectriskcoach.com/wp-content/uploads/2015/01/ButtonOverlappingPaperWHYE-01.jpg

Objective 1: Learners will give a rationale for Guided Reading stating two ways that students will benefit from this type of instruction.Assessment Focus: Whole group discussion and trainer observation; facilitate a clear understanding“On this slide, the WHY image links to video. As you watch this video clip, consider why small group instruction is important. At the end of the video clip, you will discuss with your group the benefits of guided reading.” *Click image to watch video* “Alright, now it’s time to discuss, our goal is to come up with two ways Guided Reading can benefit students. I’ll give you a minute to talk to one another and then we’ll share out some thoughts.”*Pause*“Who would like to share?”

Embedded in the image: https://www.youtube.com/watch?v=8if72ROI7ws

Content Slide #5

<Guided Reading>

Puzzle image cited as: http://www.justseoaustralia.com.au/search-engine-optimisation/images/how-to-rank-in-google.jpg

Objective 1: Learners will give a rationale for Guided Reading stating two ways that students will benefit from this type of instruction.Assessment Focus: Whole group discussion and trainer observation; facilitate a clear understandingScript: “This image also links to video. This time you’ll peek ahead at what a lesson will look like. Before watching the video, we will preview the “Questions to Consider” on the right hand side of the video. Be thinking about these as you view the clip and remember, we’re focusing on the planning stage here.” *Click image to view video* “Note the Questions to Consider” *Play video*“Can we add anything to our ideas about how Guided Reading supports student growth?” *Answer questions, informally assess, and provide support until the group can determine at least two ways Guided Reading supports student growth.*

Embedded in the image : https://www.teachingchannel.org/videos/guided-reading-introduction

Content Slide #6

<Analyze Assessment Data>

3 bullet points : colored circles laid out in the following sequence: First - Dark Purple 1Second – Theme Color #0097a7 close to Dark Blue 15Third – Dark Green 1

Essential Components of Reading Image: https://www.readnaturally.com/research/5-components-of-reading

Objective 2: Learners will use student assessment data to correctly identify all students’ primary areas of need and record this information in the terminal column of the Assessment Grid.Assessment Focus: monitor accuracy as learners identify primary areas of need, work will be collected for review following the training to assess accuracy. Script: “Prior to this training, you were asked to take your assessment data and compile it in the assessment grid form shared by your administrator in Google Drive. Now, your task is to begin highlighting any numbers on the grid that fall below the benchmark score. Using your handout of cutoff scores provided by the reading specialist, highlight scores that qualify as “below” in yellow. Highlight scores that qualify as “significantly below” in red. I’ll circulate and answer questions. *circulate and answer questions until the task is complete* “You were asked to leave the final column blank. The final column “guided reading focus” is where we will record each student’s priority area for instruction. Let’s review some resources for determining priority areas for instruction which will help us fill in that column. The photo here has embedded resources, I’ve provided a printout of this information for you to view in your groups as well.” *Direct learners to the embedded resources/print copies, ask for any clarifying questions, and hold guided discussion about the progression of skills before having learners work independently*“Please note that any students who have no areas below goal may have areas that are just barely above goal. These areas may represent their primary areas of need. Also, students well above goal may have ‘enrichment’ as their primary area of need. Enrichment is typically going to focus on vocabulary and comprehension in high level texts and for novel concepts.”

*Each phrase on the slide links to an embedded resource: Compile assessment data = links to google form titled “Assessment Grid Form” which is just a blank grid template with the left column designated for student names, and multiple columns with headings identifying the names of benchmark assessments. The terminal column heading is “Guided Reading Focus”.Highlight areas of need = http://www.pasco.k12.fl.us/library/cis/reading/5%20Areas%20of%20Reading.pdfDetermine priority area of need = Links to a flow chart indicating that typically, students need intervention for phonemic awareness, then phonics, then comprehension, vocabulary, and fluency but that comprehension, vocabulary and fluency can be embedded into even the earliest instructional practices.Image links to = https://www.readnaturally.com/research/5-components-of-reading

Content Slide #7

<Create Needs-Based Groups>

3 bullet points : colored circles laid out in the following sequence: First - Dark Purple 1Second – Theme Color #0097a7 close to Dark Blue 15Third – Dark Green 1

Essential Components of Reading Image: https://www.readnaturally.com/research/5-components-of-reading

Objective 3: Learners will create 3-5 homogeneous reading groups of students’ with similar academic needs.Assessment Focus: monitor accuracy as learners group students into 3-5 groups based on primary areas of need. Work will be collected for review following the training to assess accuracy.Script: “Now that you’ve noted each student’s primary area of instructional need, you can use this information to form groups around those needs. No more than 6 students should be in a given group. If needed, create more than one group on the same topic. Please keep in mind that these are flexible groupings, your goal is for students to master the skills in this area and to move on to another group with a different focus so do not worry if a student has multiple needs. Address the primary area first. Also, as you form these flexible groups, consider the reading levels. A group can be comprised of diverse reading levels if needed, but you’ll need to get creative in the texts you choose, handing out multi-level texts in a single reading group can be done, but it’s tricky. Finally, more than 5 groups can be difficult to fit into a schedule, try to condense the students into as few groups as possible while still meeting their needs.”*Circulate, answer questions, and provide support*

Image links to http://www.reallygoodstuff.com/images/art/303507.pdf

Content Slide #8

<Small Group Lesson Planning>

3 bullet points : colored circles laid out in the following sequence: First - Dark Purple 1Second – Theme Color #0097a7 close to Dark Blue 15Third – Dark Green 1

Essential Components of Reading Image: https://www.readnaturally.com/research/5-components-of-reading

Objective 4: Learners will create a plan for one Guided Reading group including one appropriate leveled text and activities for before, during, and after reading. Assessment Focus: Monitor accuracy as learners work on text selection as well as plans for before, during and after reading. Work will be collected for review following the training to assess accuracy. Script: “On this slide, clicking “Identify the focus” will take you to a comprehensive resource for K-5 that gives instructional examples for each possible focus area. This may support you if you’re not sure where to start with a given group. Your district has developed universal forms to use for planning guided reading. They outline the expectations for planning. While you can modify the forms in any way you’d like keep in mind that they outline the key components of Guided Reading and should form the foundation of your practice. You can access these forms in your shared Google drive or by clicking on the words “Choose the correct form” on this slide. “ *Preview forms; one for each of the essential components of reading* “Select a form that would work for one of your groups, we’ll take that group all the way through the planning phase today.” *Take any questions* “One of the most important parts of Guided Reading is text selection. Let’s talk about that some more.” *Next slide*

Identify the focus links to http://www.readingrockets.org/sites/default/files/Building%20the%20Foundation.pdfImage links to

Content Slide #9

<Selecting a Text>

4 bullet points : colored circles laid out in the following sequence: First - Dark Purple 1Second – Theme Color #0097a7 close to Dark Blue 15Third – Dark Green 1Fourth – Dark Orange 1

Open Book image: https://www.google.com/search?q=open+book&source=lnms&tbm=isch&sa=X&ved=0ahUKEwjU_-XZuabOAhXI1xoKHTq6C_oQ_AUICCgB&biw=1366&bih=635#q=open+book&tbm=isch&tbs=itp:clipart&imgrc=3R8895t1ZrkdJM%3A

“You all have access to readinga-z.com, classroom sets of leveled texts, and the reading lab’s sets of texts. How do you choose the correct book for your group? First and foremost, your text should be in the instructional range for all readers in the group. This might mean getting creative if the levels in your group are diverse. You may use a set of readinga-z’s multilevel texts which present the same content at multiple levels. You may want to assign different texts to pairs of students with similar levels. In this case you can present the focus strategy and preteach the whole group, then have the students turn and talk about the answers to your questions with their partner while you listen in. Just as important as text accessibility, your text needs to help you achieve the group’s instructional goals. For a phonics group, you’ll want a decodable book focusing on the target skills. For a vocabulary group, you’ll want a text with a glossary, bold words, and some words that will challenge you readers to use context clues or other vocabulary strategies you’ve chosen to work on. Finally, you’ll want to choose content wisely. You may not always be able to find a book that both focuses on core content AND achieves your instructional goals, but if you’re learning about weather and can find a decodable book for your group that connects to the weather unit, use that! If you can’t find a book that connects to or extends thinking about current units, try catering to student interests. As one book wraps up and you begin planning for the next one, giving students a choice between two texts for their “next in line” book is another motivational strategy. Thinkabout the group you chose as your focus for today. I’d like you to browse readinga-z.com and find a text that works for your students levels, supports their goals and try to find something that connects to current learning or that will be motivating for the individuals in your group. When you’ve found a text to use, note the title and author on your planning sheet.” *circulate and support*

Content Slide #10

<Before Reading>

Movie camera image: https://www.google.com/search?q=movie&biw=1366&bih=635&tbm=isch&source=lnms&sa=X&ved=0ahUKEwiy2oHcs6bOAhVFuBQKHSbABRAQ_AUICSgE#tbs=sur:f&tbm=isch&q=video&imgrc=NUQMHHeSSu8FJM%3A

Lesson Plan image: http://www.topnotchwoodworking.co/lesson-plan-cover-sheet-georgia-ap-co

3 bullet points : colored circles laid out in the following sequence: First - Dark Purple 1Second – Theme Color #0097a7 close to Dark Blue 15Third – Dark Green 1

“Now it’s time to plan how your group will begin. An independent task allows you to get other groups started before heading to your guided reading group. Students go to the reading table and wait for the teacher while doing a review task, such as re-reading a familiar text or sight words. Everyone jot down an independent task that your group could learn as a part of their routine. It should remain the same every tie the group meets. Over time, this will become an established routine.” *answer questions* “Now think about what prior knowledge your students have on the topic or plan to build some. In the future, you’ll want to remind students of past Guided Reading lessons. This should be one to two minutes at most, just a quick reminder of things they know. Next, you’ll design a five minute pre-reading activity to get them working on the skills they will put to work while reading. Make sure all prereading activities focus on your objectives for the group. A fluency group should be focusing on fluency prereading activities, such as phrasing, whereas a phonics group should be focusing on decoding strategies that will support their reading of this text.” *Show the video clip embedded in the camera image, stop the video at 4:30.* “Discuss this example of prereading strategies with your group. What did the you notice?” *Pasuse* “Now come up with an activity that could work for your group, brainstorm with the teachers around you.” *If learners need more support, explore the before reading section in the sample lesson plans embedded in the Lesson Plans image* “This is a great resource to refer back to when designing your own plans.”

embedded in the camera image: https://www.youtube.com/watch?v=mpsVODqPproembedded in the Lesson Plans image: http://teacher.scholastic.com/products/next-step-guided-reading-assessment/pdfs/NSGRA_Sample_K-2_Lesson_Plan.pdf

Content Slide #11

<During Reading>

Movie camera image: https://www.google.com/search?q=movie&biw=1366&bih=635&tbm=isch&source=lnms&sa=X&ved=0ahUKEwiy2oHcs6bOAhVFuBQKHSbABRAQ_AUICSgE#tbs=sur:f&tbm=isch&q=video&imgrc=NUQMHHeSSu8FJM%3A

Lesson Plan image: http://www.topnotchwoodworking.co/lesson-plan-cover-sheet-georgia-ap-co

3 bullet points : colored circles laid out in the following sequence: First - Dark Purple 1Second – Theme Color #0097a7 close to Dark Blue 15Third – Dark Green 1

Objective 4: Learners will create a plan for one Guided Reading group including one appropriate leveled text and activities for before, during, and after reading. Assessment Focus: Monitor accuracy as learners work on text selection as well as plans for before, during and after reading. Work will be collected for review following the training to assess accuracy. Script: “We will now watch what happens DURING reading and think about how to plan for the things you’re seeing. Notice that the students are encouraged to read independently. The pre-teaching activities gave them enough support that they can do this quite well. With older students, you may want to have them approach a section or a page at a time and then stop for a discussion based on your group’s goals. *Preview the video (embedded in camera image) from 11:08 to 12:30.* “Discuss” *When learners finish discussing, explore the “during reading” section in the sample lesson plans embedded in the Lesson Plans image: http://teacher.scholastic.com/products/next-step-guided-reading-assessment/pdfs/NSGRA_Sample_K-2_Lesson_Plan.pdf* “This is a great resource to refer back to when designing your own plans.”

Video embedded in the camera image: https://www.youtube.com/watch?v=mpsVODqPproLessons embedded in the Lesson Plans image: http://teacher.scholastic.com/products/next-step-guided-reading-assessment/pdfs/NSGRA_Sample_K-2_Lesson_Plan.pdf

Content Slide # 12

<After Reading>

Movie camera image: https://www.google.com/search?q=movie&biw=1366&bih=635&tbm=isch&source=lnms&sa=X&ved=0ahUKEwiy2oHcs6bOAhVFuBQKHSbABRAQ_AUICSgE#tbs=sur:f&tbm=isch&q=video&imgrc=NUQMHHeSSu8FJM%3A

Lesson Plan image: http://www.topnotchwoodworking.co/lesson-plan-cover-sheet-georgia-ap-co

Colored circles used as bullet points: First - Dark Purple 1Second – Theme Color #0097a7 close to Dark Blue 15Third – Dark Green 1

Objective 4: Learners will create a plan for one Guided Reading group including one appropriate leveled text and activities for before, during, and after reading. Assessment Focus: Monitor accuracy as learners work on text selection as well as plans for before, during and after reading. Work will be collected for review following the training to assess accuracy. Script: “Have a review activity and/or discussion planned for after the students are finished reading. The teacher in the clip we are about to watch has students working on an activity together and then she asks some comprehension questions verbally. With older students, they may participate in a discussion and then answer written questions on their own. In that case, during the next group, your ‘before reading’ activity may be a discussion of their answers. *Show the video clip embedded in the camera image: https://www.youtube.com/watch?v=mpsVODqPpro. Start the video at 13:20, after a good preview of the activity, jump to 16:38.* “Discuss this example of post-reading strategies with your group. What did you notice?” *When learners finish, explore the after reading section in the sample lesson plans embedded in the Lesson Plans image* “This is a great resource to refer back to when designing your own plans.”

All images have embedded content:Embedded in the camera image: https://www.youtube.com/watch?v=mpsVODqPproEmbedded in the Lesson Plans image: http://teacher.scholastic.com/products/next-step-guided-reading-assessment/pdfs/NSGRA_Sample_K-2_Lesson_Plan.pdf

Content Slide # 13

<Resources>

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Top image: cover of the book Diller, Debbie. (2007). Making the Most of Small Groups. Canada:Stenhouse Publishers.

Bottom image: cover of the book Fountas, Irene. Gay Su Pinnell. (1996). Guided Reading: Good First Teaching for All Children. Portsmouth:Heinemann.

“You’ve now gone through the process of planning for one Guided Reading group! As you work on plans for other groups, please refer back to the resources provided during this training. There are also some other recommended resources on this page which may help you with some specific questions that come up during planning. These titles are available in the school’s professional library.”

Assessment (Quiz) Slide # 14

<Completing the Training>

No question text.Image: https://c2.staticflickr.com/8/7357/16240442360_c50efc183e_z.jpg

Objective 1: Learners will give a rationale for Guided Reading stating two ways that students will benefit from this type of instruction.Assessment: Whole group discussion and trainer observation: content slides 4 and 5Objective 2: Learners will use student assessment data to correctly identify all students’ primary areas of need and record this information in the terminal column of the Assessment Grid.Assessment: Trainer will collect completed assessment forms for review.Objective 3: Learners will create 3-5 homogeneous reading groups of students’ with similar academic needs.Assessment: Trainer will collect all forms to review group decisionsObjective 4: Learners will create a plan for one Guided Reading group including one appropriate leveled text and activities for before, during, and after reading.Assessment: Trainer will collect lesson plan to review.

*Presenter, administrators, and any support staff who were stakeholders in the development process should circulate during discussions and work times to support, clarify, and assess.*

Script: “Now that our work is done, please turn in your lesson, including all forms we’ve worked on today. We will review them to inform our next session and to determine if any remediation or support is needed. Also, please fill out the exit slip to give feedback about this session and inform the trainer about remaining needs. I encourage you to include any questions you’d like answered during future sessions.” *collect Guided Reading Plans, distribute feedback forms, and indicate a spot for the completed feedback forms*

Notes: Feedback on Guided Reading plans is embedded into this training, but the final products will be reviewed to inform future trainings and assess the effectiveness of this training.Developer Notes: learner feedback forms will include a section with 1-10 rating scales for content, resources, presenter, and facilities as well as a rating scale for knowledge of the content before and after training. They will also include a section for comments and questions.