S mall Group Instruction in the Primary Grades (K-2)

1. Small Group Instruction in the Primary Grades (K-2) Marcia Uretsky CACD, Tufts University July, 2008 Uretsky CACD Tufts University, 2008

2. Workshop Goals • What is Essential About Small Group Instruction? • Types of Small Group Instruction • Step by Step Guide to Planning Small Group Instruction • Selecting and Introducing Texts to Support Readers • Systems for Organizing Small Groups • Common Traps to Avoid Uretsky CACD Tufts University, 2008

3. The Architecture of Readers’ Workshop Focus Lesson-Interactive Read Aloud (Whole Class) -Shared Reading Read and Confer-Independent Reading (Individual and -Small Group Reading Small Group) Group Share/-Share Wrap-up-Reinforce (Whole Class) -Celebrate -Discuss Uretsky CACD Tufts University, 2008

4. What Is Essential About Small Group Instruction? • Flexible grouping • Assessment Drives Instruction • Matching Books to Readers • Explicit Modeling and Guidance • Purposeful Book Introductions • Reading Silently • Teacher as Coach Uretsky CACD Tufts University, 2008

5. Reading RatesRichard Allington reminds us… Uretsky CACD Tufts University, 2008

6. What are the Goals of Small Group Instruction? • Students develop a repertoire of strategies • Students learn to self-correct • Students learn to read for meaning • Students build stamina for reading longer texts independently Uretsky CACD Tufts University, 2008

7. Types of Small Group Instruction • Strategy Groups • Guided Reading Groups • Literature Circles • Guided Shared Reading for Kindergarteners Uretsky CACD Tufts University, 2008

8. Who, What, When, Where, Why, How??? • Who belongs in “the group?” • What do I teach THAT group? • When do I do this? What are the other kids doing? • Where do I hold the group? • Why would you pull a small group? • How do I teach “it.” Uretsky CACD Tufts University, 2008

9. While conferring, you notice that students have a similar need. Four domains of reading to develop: • Decoding • Comprehension • Fluency • Motivation/Identity Uretsky CACD Tufts University, 2008

10. Follow Sharon Taberski as she moves from conference notes to small group instruction. • Think about: • Who are the students. • What do they need to learn? What are the other kids doing? • When will she teach them? • Where will she teach them? How are materials accessible? • Why pull them as a small group? • How did she teach them? Uretsky CACD Tufts University, 2008

11. Strategy Groups • Purpose- learn a particular strategy • Texts- instructional level, highlight strategy, short text • Instruction- focus lesson structure • Time- short period (2- 5 days) Uretsky CACD Tufts University, 2008

12. Uretsky CACD Tufts University, 2008

13. Why Form a Strategy Group? • Repeat day’s focus lesson with small group. • Teach a skill identified from assessment and reading conferences: • Retelling language • Fluency • Independently self-correct • Flexibly apply strategies Uretsky CACD Tufts University, 2008

14. Guided Reading Groups • Purpose- guide students to merge strategies through text • Texts- instructional level, engage reader, varied text • Instruction- teacher “guides” students through text knowing when to scaffold and when to release • Time- for length of text * Emergent readers more likely grouped by level. Uretsky CACD Tufts University, 2008

15. Step-by-Step Guide for Teaching a Guided Reading Group Uretsky CACD Tufts University, 2008

16. Uretsky CACD Tufts University, 2008

17. View a Guided Reading Group This video captures an early reader guided reading group. Watch for…. • “Before, During, After” components of lesson • How did teacher scaffold initial read? • How teacher prompted students to problem solve? Uretsky CACD Tufts University, 2008

18. Why Form a Guided Reading Group? • Emergent students need early literacy skills best taught in leveled text • Develop an active reading stance • Develop stamina • Read a new genre • Lift the quality of text Uretsky CACD Tufts University, 2008

19. Literature Circles • Purpose- lift the quality of thinking about text through discussion • Texts- instructional level, various texts, provocative texts that provoke discussion • Instruction- students read a common text come together for discussion. Group time is spent discussing text. Follows Interactive Read Aloud Discussion. • Time- for duration of text. Group meets after assigned reading is completed. * In primary grades teacher plays active role to teach discussion moves and language. Uretsky CACD Tufts University, 2008

20. Literature Circles in Primary Grades • Introduce concept of Literature Circle to group. • Introduce the text and read a small portion to/with students. • Begin to develop a theory or question. • Students read next section independently / partner. • Students come back to develop theory or answer question. • Teacher models strong discussion moves and language. • Students read next portion of text independently / partner with theory or question in mind. • Next Day- Group meets to continue discussion. Uretsky CACD Tufts University, 2008

21. Simulation- Literature Circles • Fishbowl a literature circle with participants. • Notice: • Teacher’s role • Student’s role • Evidence of teaching and learning (Literacy Goals) Uretsky CACD Tufts University, 2008

22. Why Form Literature Circles? • Strong readers ready for a challenge. • Develop thinking of strong decoders who skim text and do not think deeply. • Practice discussion skills taught during Interactive Read Aloud. • Provide safety of small group for students who do not participate during Interactive Read Aloud. Uretsky CACD Tufts University, 2008

23. Guided-Shared Reading for Beginning Readers (< Level A-Level B) • Purpose- • teach early emergent text skills • Engage early emergent students with text • Texts- Levels A-B, pattern, engaging, Big Books work best • Instruction- follows Shared Reading structure • Time- until students show early literacy concepts and 1-1 speech to print match of familiar text (Level B) Uretsky CACD Tufts University, 2008

24. Guided-Shared Reading Follows Whole Class Shared Reading Structure • Playful, quick paced • Focus on meaning first • Peel away at layers of print (Level A-B) • Concepts of print • Word/letter • L→R progression, return sweep • First/Last • Picture/Letter Match • Pattern • 1-1 speech print match • Comprehension: “Talk Back” to the Book Uretsky CACD Tufts University, 2008

25. Simulation: Guided-Shared Reading Think about: • How this looks/sounds different than Guided Reading or a Strategy Group. • Evidence of teaching? • Who would benefit from this instruction? Uretsky CACD Tufts University, 2008

26. Why Form a Guided-Shared Reading Group? • Students cannot focus during whole class Shared Reading. • Students do not show interest in books. • Students need more practice of emergent skills taught in whole class Shared Reading. (The need more turns.) • Students enter school with limited literacy experiences. • Students need to develop a collection of familiar texts to engage during Independent Reading. Uretsky CACD Tufts University, 2008

27. Monthly System for Setting Up Small Group Instruction • Sept./Oct.- learn about students (confer and assess) • End of month- synthesize patterns of need • Organize students into groups for next month • Begin with one group a day; add second group as class develops stamina with independent reading • Limiting the number of groups leaves time to continue conferring Uretsky CACD Tufts University, 2008

28. NOT ALL students will be in small group every month. • NOT ALL groups meet for ENTIRE month. • Confer with students not in small group. • Ways to alternate groups: • Meet with one group each day and then disband. • Meet with two different groups on alternating days. Give students text to reread and practice. • End of month, REPEAT THE CYCLE! Uretsky CACD Tufts University, 2008

29. Planning for Strategy Instruction What are the strategies strong readers use? What does the focus lesson look like? What text will I use? Ongoing Assessment Running Records Conferencing Observation What strategies do the students need to learn? How many students need to learn that strategy? What component of the Balanced Literacy Model will I teach through? Uretsky CACD Tufts University, 2008

30. Planning Small Group Instruction Uretsky CACD Tufts University, 2008

31. Sample Small Group Reading Group Plan Uretsky CACD Tufts University, 2008

32. Organizing Small Group Instruction Uretsky CACD Tufts University, 2008

33. Small Group Planning Sheet Week of: Uretsky CACD Tufts University, 2008

34. CAUTION!! Watch out for these common traps!!!! • The “Every Group Every Day” Trap • The “ Oops, I Forgot to Teach” Trap • The “25 Strategies in 1 Lesson” Trap • The “Round Robin” Trap • The “Teaching the Book” Trap • The “ High-Middle-Low Tracking” Trap Uretsky CACD Tufts University, 2008

35. Take Away Messages • Small Group Instruction allows for differentiated instruction. • Small groups are flexibly organized. • Small groups are organized by need. • The type of small group instruction depends on the students’ needs. • The teacher actively teaches or coaches. • The teacher balances small group instruction with 1-1 reading conferences. • Be aware of the traps! Uretsky CACD Tufts University, 2008