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Small Group Instruction During Core Reading

Small Group Instruction During Core Reading . Spring Conference 2014 Bend, Oregon. Why use skill/s focused small group instruction?.

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Small Group Instruction During Core Reading

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  1. Small Group Instruction During Core Reading Spring Conference 2014 Bend, Oregon

  2. Why use skill/s focused small group instruction? • Without effectiveinitialclassroom instruction andstrongly differentiated instruction byclassroomteachers, the need for intervention specialists may simply overwhelm school resources because too many students will not make expected yearly progress. Center on Instruction, 2007

  3. Today’s focus • What is skill/s focused small group instruction during the core? • How do you place students into skill/s focused small groups? • How do you plan for small instructional groups?

  4. Today’s focus • What is skill/s focused small group instruction during the core? • How do you place students into skill/s focused small groups? • How do you plan for small instructional groups?

  5. Two Purposes of Small Group Instruction 1. Reduce Deficit Skill/s 2. Increase Grade Level Skill/Strategy use Practice the skill/strategy that was taught during the whole group during small group Ex. Summarizing is taught in whole group....review summarizing with accessible text during small group • Provide focused instruction & practice on skills that are missing • May not be within the scope of that grade level’s instruction • Ex. Third grade students needs basic phonics (continuous blending with CVC words)

  6. Today’s focus • What is skill/s focused small group instruction during core? • How do you place students into skill/s focused small groups? • How do you plan for small instructional groups?

  7. How do you place students in skill focused small groups? • Determine basic skill needs through Universal Screening (DIBELS Next, easyCBM) • Identify the target skill • To better match students skill needs • Core reading assessments • Diagnostic assessments • Determine strategy need • To understand how to instruct

  8. How do you place students in skill focused small groups? • Determine basic skill needs through Universal Screening (DIBELS Next, easyCBM) • Identify the target skill • To better match students skill needs • Core reading assessments • Diagnostic assessments • Determine strategy need • To understand how to instruct

  9. Determining Basic Skill Needs for Small Groups CCSS: Language CCSS: Foundational Skills CCSS: Reading Literature & Informational Comprehension Oral Reading Fluency Vocabulary (voc) Phonics and accuracy Phonemic Awareness

  10. 1. How do you determine basic skill needs using Universal Screeners? Accuracy & Fluency Accuracy &Fluency Accuracy&Fluency Accuracy & Fluency

  11. Determining Basic Skill Needs 55% 30 Intensive Benchmark 99% 81 95% 69 Strategic Intensive 61% 45 Intensive 88% 14 80% 52 Intensive 89% 70 Strategic

  12. Placing students into groups: (Benchmark) Accurate & Fluent 55% 30 Intensive Benchmark 99% 81 95% 69 Strategic Intensive 61% 45 Intensive 88% 14 80% 52 Intensive 89% 70 Strategic Joey

  13. Placing Students into Small Groups: (Strategic) Accurate & NotFluent 55% 30 Intensive Benchmark 99% 81 95% 69 Strategic Intensive 61% 45 Intensive 88% 14 80% 52 Intensive 89% 70 Strategic Nate

  14. Placing Students into Small Groups: (Strategic) NotAccurate & Fluent 55% 30 Intensive Benchmark 99% 81 95% 69 Strategic Intensive 61% 45 Intensive 88% 14 80% 52 Intensive 89% 70 Strategic Andrew

  15. Placing Students into Small Groups: (Intensive)NotAccurate & NotFluent 55% 30 Intensive Benchmark 99% 81 95% 69 Strategic Intensive 61% 45 Intensive 88% 14 80% 52 Intensive 89% 70 Strategic Miranda, Miles, Addison, Tyler

  16. How do you place students in skill focused small groups? • Determine basic skill needs through Universal Screening (DIBELS Next, easyCBM) • Identify the target skill • To better match the intensity of students skill needs • Core reading assessments • Diagnostic assessments • Determine strategy need • To understand how to instruct

  17. 2. How do you better identify the target skill need/s? Benchmark Accurate and fluent Core assessments Diagnostic phonics assessment Diagnostic phonics assessment

  18. Identifying Target Phonics Skills Letter/Sound Correspondence 95% Group

  19. Phonics Skills: Diagnostic Assessment

  20. Phonics Diagnostic Assessment Kindergarten Tasks 1-4 & 5A First Tasks B-F Second: Task G Third: Task H

  21. Miranda & Miles’ Skill Needs 10 9 17 6 First Tasks B-F 9 5 3 Second: G

  22. Miranda & Miles’ Needs

  23. Talk Time • How is this process similar or different to how you have set up your small groups for core instruction?

  24. How do you place students in skill focused small groups? • Determine basic skill needs through Universal Screening (DIBELS Next, easyCBM) • Identify the target skill • To better match students skill needs • Core reading assessments • Diagnostic assessments • Determine strategy need • To understand how to instruct

  25. Determining Strategy Needs • There is a continuum of blending strategies that can be applied to teaching the phonics skills. • Determine what the best blending strategy is in applying the phonics skills that they need to learn • Based on where they are breaking down in their blending mistakes.

  26. Determining Continuum of Phonics Blending Strategies Kindergarten/Early First Grade Sounds: (e.g., saying letter sounds) Continuous Sound Blending: (mmmaaat) First/Second Grade Reading Sound Spellings: (ai, a_e, oy, ar) Sound by Sound Blending: (p,pl, plai, plain,plain) Word reading spelling focused: (ai, plain) Kindergarten/First/Second Grade • Introduce words Say it, spell it, say it • Reading Words: say the word (building automaticity)

  27. What are Miranda & Miles’ Blending Strategy Needs? ? Remember: They passed reading CVC Words & Short Vowel/Consonant blends/Diagraphs

  28. General Guidelines: Decodable Text

  29. Talk Time • How would you use these reading decodable text strategies in your small group?

  30. Today’s focus • What is skill/s focused small group instruction? • How do you place students into skill/s focused small groups and determine instructional needs? • How do you plan for small instructional groups?

  31. How do you plan for small group instruction? • Choose the materials that match the skill need • Plan the amount of time in specific materials • Determine the best instructional approaches

  32. How do you plan for small group instruction? • Choose the materials that match the skill needs • Core materials • Enhancements • Plan the amount of time in specific materials • Determine how to best provide instruction for that need

  33. Gallery Walk of Materials Core Materials Enhancement Materials FCRR Lines of practice Templates Blending routines What was something new to you? How can it help your instruction? What was something that you knew/have used before? How did it help your instruction? • Decodable books • Leveled Readers • Sound Spelling cards • Which part of core is the material found at your grade level? Resources • Alternatives to Round Robin Reading. • What alternatives might you want to try or what have you used that has been effective? • Purpose of text types: • Which big 5 area is the text type linked to? • Explicit Phonics Lesson • Small Group Lesson Planning Guide

  34. Understanding Materials

  35. How do you choose materials for the deficit skill? What is available from the core to support the deficit skills? If not available in the core, what enhancement materials can be used to support the deficit skill? If enhancements have been tried and PM data indicate that they aren’t successful, examine supplemental materials

  36. Plan for the amount of time in specific materials: (deficit skill) Practice Core skill/strategy Deficit Skill need

  37. How do you choose materials for practicing the whole group skill/strategy? What is available from the core to support the skill and/or strategy? If not successful with core materials , examine what enhancements might support the skill and/or strategy?

  38. Plan for the amount of time in specific materials (skill/strategy) Practice whole group skill/strategy Deficit Skill Need

  39. Oregon Reading First: http://oregonreadingfirst.uoregon.edu/

  40. Writing Objectives for the group Objectives for deficit skill Objectives for practicing skill/strategy Group will summarize (beginning, middle, end) the leveled reader independently with 90% accuracy. Group will use continuous sound blending independently when reading decodable book with 98% accuracy. (skill/strategy need, materials, and accuracy)

  41. Write Objectives for Miranda & Miles’ Needs

  42. Weekly Plan

  43. Explicit Phonics Lesson

  44. Questions

  45. References • Florida Center for Reading Research (FCRR) • Student Centered Activities for the Big 5 • Oregon Reading First • Templates • Lines of Practice • Reading Rockets • Articles and videos • Anita Archer (Decoding/Phonics) • http://miblsi.cenmi.org/LinkClick.aspx?fileticket=MHqTYYRqv-E%3D&tabid=1408

  46. Identifying Target Phonics Skills CCSS: Foundational Skills Phonics (95% Group)

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