Irvine Unified School District Primary Literacy Project 2008-2009

1. Irvine Unified School DistrictPrimary Literacy Project 2008-2009 Module Two: Small Group Differentiated Reading Instruction Toni Wilson Kathleen Cooke Mary Bentley Beth Higgins

2. Agenda • Revisit Classroom Management & Procedures • Homework • Differentiation through Small Group Instruction • Introduction • A Fable? • Diagnostic/Prescriptive Teaching • Homework • Assign Articles • Action Plan Instructions • Grade Level Breakout Sessions K: Beth Higgins 1: Mary Bentley 2: Toni Wilson 3: Kathleen Cooke • Action Plan (with grade level group)

3. Classroom Instructional & Management PracticesCalifornia Language Arts Framework • Classroom and instructional management practices promote student engagement and maximize instructional time and effectiveness. Characteristics of the classroom management and instructional practices component in an effective language arts program are as follows: • Classrooms are highly interactive and provide instruction, constructive feedback, and high levels of engagement together with appropriate activities and resources. • Academic and social expectations are well established and are explicitly taught at the school and classroom levels. Classroom and schoolwide discipline plans and procedures are implemented consistently by all staff. • The links between instruction, behavior, and the curriculum are so clear and strong that tasks and instruction are assigned at appropriate levels, students have a high probability of being successful, lessons are well paced, and the classroom/school environment is supportive. • Teachers plan and manage whole-class and small-group lessons, independent student work, assessment tasks, and instructional materials efficiently and effectively so that the students are actively engaged, instructional time is maximized, and lesson objectives are achieved.

4. Homework Processing • Number groups (1-8)

5. MODULE TWO OUTCOMES By the end of today’s session, you will… • Understand small group reading instruction and how it fits into the language arts series • Understand how each component of the lesson benefits the reader • Utilize materials from the language arts series when working with a small group • Differentiate instruction based on the assessed needs of students and current research in reading • Understand the variety of ways teachers support reading during the small group lesson

6. A Fable? One time the animals had a school. The curriculum consisted of running, climbing, flying and swimming, and all the animals took all the subjects.  The duck was good in swimming, better than his instructor, and he made passing grades in flying, but was practically hopeless in running. He was made to stay after school and drop his swimming class in order to practice running. He kept this up until he was only average in swimming. But, average is acceptable, so nobody worried about that but the duck.  The eagle was considered a problem pupil and was disciplined severely. He beat all the others to the top of the tree in the climbing class, but he had used his own way of getting there.  The rabbit started out at the top of his class in running, but had a nervous breakdown and had to drop out of school on account of so much makeup work in swimming.  The squirrel led the climbing class, but his flying teacher made him start his flying lessons from the ground instead of the top of the tree, and he developed charley horses from overexertion at the takeoff and began getting C's in climbing and D's in running.  The practical prairie dogs apprenticed their offsprings to a badger when the school authorities refused to add digging to the curriculum.  At the end of the year, an eel that could swim well, run, climb, and fly a little was made valedictorian.  --printed in The Instructor, April. 1968

7. The Reading/Language Arts Framework says… • To promote maximum learning, the teacher should ensure that assessment is frequent, that high-quality instruction is always provided, and that the students are frequently moved into appropriate instructional groups according to their needs.

8. SUCCESSFUL SCHOOLS… …are places where team of teachers meet regularly to focus on student work through assessment and change their instructional practice accordingly to get better results. (Michael Fullan, 2000)

9. DIAGNOSTIC-PRESCRIPTIVE TEACHING IS… • Assessment: • Who needs help? • Diagnostics: • What specific help do they need? • Prescriptive Teaching: • How will I teach to the specific need(s)? • Frequent, Ongoing Progress Monitoring: • Is the help helping? Is it working? • IF NOT, DO SOMETHING DIFFERENT!

10. Word Analysis Skills Phonemic Awareness, Phonics, Structural Analysis Sight Vocabulary High Frequency Words Concepts of Print Letters/Words Capitalization Punctuation Text Organiz. Diagnostic Prescriptive Teaching Decision-Making Model For Differentiated Instruction Word Recognition (Accuracy/Speed) Fluency (Rate, Phrasing, Expression) Reading Comprehension INSTRUCTIONAL DECISIONS Reading Achievement Standardized Tests, Assessments, Classroom Performance vs. Expected Level of Performance Listening Comprehension/ Vocabulary Child • Analysis of • Oral Reading • Performance • Accuracy • Fluency • Comprehension _________ Evaluation Of Reading Abilities Child’s Educational, Behavioral, and Developmental History (Cumulative File) Does the child recognize reading as a process of obtaining Information? Narrative and Expository Text • INSTRUCTIONAL DECISIONS • Determine learner’s area(s) of need • Consider available instructional situations • (whole group, small group, individual, etc.) • Consider curricular materials • Match learner to appropriate instruction • Trial teach to evaluate effectiveness: • Is this approach working? Background Knowledge Vocabulary Skills Comprehension Strategies (including Sentence Level & Passage Level) Use data to drive instruction Kathleen Cooke Revised 3/21/05

11. Child Child’s Educational, Behavioral, and Developmental History (Cumulative File)

12. Reading Achievement Standardized Tests, Assessments, Classroom Performance vs. Expected Level of Performance Listening Comprehension/ Vocabulary • Analysis of • Oral Reading • Performance • Accuracy • Fluency • Comprehension Narrative and Expository Text

13. Word Recognition (Accuracy/Speed) Fluency (Rate, Phrasing, Expression) Reading Comprehension

14. Word Analysis Skills Phonemic Awareness, Phonics, Structural Analysis

15. Sight Vocabulary High Frequency Words

16. Concepts of Print Letters/Words Capitalization Punctuation Text Organization How does this book (or text) work?

17. Word Analysis Skills Phonemic Awareness, Phonics, Structural Analysis Concepts of Print Letters/Words Capitalization Punctuation Text Organiz. Sight Vocabulary High Frequency Words Word Recognition (Accuracy/Speed) Fluency (Rate, Phrasing, Expression) Reading Comprehension

18. KEY QUESTION FOR COMPREHENSION Does the child recognize reading as a process of obtaining Information?

19. Background Knowledge See Building Background Knowledge for Academic Achievement (2004) By Robert J. Marzano

20. Vocabulary Skills (Word Level) See Building Background Knowledge for Academic Achievement (Marzano, 2004) And Bringing Words to Life (Beck & McKeown, 2002)

21. Comprehension Strategies (including Sentence Level And Passage Level)

22. Use data to drive instruction • INSTRUCTIONAL DECISIONS • Determine learner’s area(s) of need • Consider available instructional situations • (whole group, small group, individual, etc.) • Consider curricular materials • Match learner to appropriate instruction • Trial teach to evaluate effectiveness: • Is this approach working?

23. Word Recognition (Accuracy/Speed) Fluency (Rate, Phrasing, Expression) Reading Comprehension Does the child recognize reading as a process of obtaining Information? Comprehension Strategies (includingSentence Level & Passage Level) Background Knowledge Vocabulary Skills (Word Level)

24. Four Groups of Students • Challenge Group (Advanced Learners): Students who demonstrate or are capable of demonstrating performance in the language arts at a level significantly above the performance of their peers. • Benchmark Group: Students who are generally making good progress toward the standards but may be experiencing temporary or minor difficulties • Strategic Group: Students may be 1-2 standard deviations below the mean on standardized testing, but learning difficulties can be addressed by the regular classroom teacher in the classroom environment. • Intensive Group: Students are seriously at risk as indicated by extremely and chronically low performance on one or more measures. They perform well below the mean and should be referred to a student success team for a thorough discussion of options.

25. Roadmap to Learning • Different paths to the same outcome….

26. Small Group Reading Instruction Mindset • All children possess the fundamental attributes they need to become literate. • Basic reading is within the reach of every child. The key is good first teaching. • The goal is to achieve consistent progress by knowing where to meet them as readers and knowing where to take them next.

27. For next time… • Homework • Text resources at your site • Small group lesson w/reflection • Read attached article on young gifted learners. • Read assigned article and be prepared to summarize with your group. • Prepare for next coaching visit: small group lesson (Jan/Feb) • Action Plan • (in grade level group)

28. What is Small Group Reading Instruction? • Small-group reading instruction is designed for students who read the same text. The group is homogeneous: the students read at about the same level, demonstrate similar reading behaviors, and share similar instructional needs. These small groups (anywhere from 4 - 8 students) are temporary; they change as you assess your students’ growth and needs.

29. In the small group, you introduce a text that you have selected, and the students read it independently (no “round-robin” reading). • Every student has a copy of the book in their own hands. The student does the reading work, with the teacher’s support. Do not take away a student’s opportunity to problem-solve. This is where the learning occurs.

30. Small-group reading instruction involves ongoing informal observation/assessment that informs the teacher’s interactions with individuals in the group and helps the teacher select appropriate texts. • Teachers explicitly teach effective strategies for processing a variety of fiction and non-fiction texts.

31. You listen to individual students while they read and teach specific, focused skills before and after the reading. • Small-group reading instruction enables all children to practice skills and strategies with the teacher’s support and leads to independent silent reading. • It is through small group instruction that teachers can show children how to read and can support children as they read.

32. The ultimate goal of small-group reading instruction is to help children actively apply the new skills they are learning and use independent reading strategies successfully.

33. Facilitating the Lesson • The teacher’s role is one of involving students in discussing, reading, reacting, and thinking through the material to insure active reconstruction of the story.

34. Part 1: Preteach/Reteach Skills or Strategies (HM teachers refer to the Extra Support Handbook) if appropriate

35. Part 2: Lesson Focus • Skill or strategy from current selection.

36. Part 3: Before the Reading • Text Introduction (will vary according to text, students, and purpose) • Involve students in a discussion connecting the story with personal experience (access prior knowledge). • Call attention to the title and book cover. • Ask for predictions during the discussion. • Give a brief (one or two sentence) book introduction.

37. Text Walk (will vary according to text, students, and purpose) • Preview the selection with students, asking them to tell you what is happening in each picture, eliciting vocabulary used in the text and guiding them to notice text structure, events or points crucial to the understanding of the reading. • Highlight the phonics or word analysis skill taught in your lesson focus if appropriate. This allows students the opportunity to apply skills in context. • Pause to predict and locate special vocabulary in the story. Discuss the meaning of the word (student friendly definition) and help students locate the word on the page.

38. Part 4: During the Reading • Provide a purpose for reading and clear directions regarding stopping points, etc. • Students read the text independently (whisper reading or silent reading), applying the skills and strategies taught in the lesson focus. • Teacher prompts for and/or reinforces the skills and strategies students need to use to read the text as needed. • Observe and monitor students in their processing of print.

39. Part 5: After the Reading • Discuss and revisit the text, assigning response if appropriate. • Model fluent reading of the text (or a part of the text) if indicated.

40. Variations in group format based on the level of readers… • Emergent (K-beginning 1st) • Guided Reading Lesson • Introduction • Picture Walk • Students whisper read, choral read, or “follow the leader” while teacher prompt/coaches • Rereading and follow-up as appropriate • Focus on concept of a word, letter/sound correspondences, high frequency words

41. Early (early 1st – mid 1st) • Guided Reading Lesson • Introduction • Connection (Background Knowledge) • Preview (Picture/Text Walk) • Students whisper read while teacher prompts/coaches • Reflect on strategy use, retell story • Focus on phonics, making meaning from text, using reading strategies, metacognitive strategies, and story structure.

42. Transitional (mid 1st – late 1st) • Guided Reading • Introduction • Summary Statement • Connection to other text • Short Preview (Text/Picture Walk) • Set Purpose for Reading • Whisper reading, silent reading • Retelling or literary response • Focus on strategies (word solving and comprehension), fluency

43. Fluent (end of 1st – 3rd) • Guided Reading • Summary Statement • Personal Connection • Assign chunks of text or whole text to read for a purpose • Silent reading • Literary Response or other follow-up • Focus on comprehension strategies, genre characteristics, supporting ideas with evidence from the text…

44. 5 Essential Components of Effective Reading Instruction(National Reading Panel, 2000 • Phonemic Awareness • Isolating phonemes • Blending onset-rimes • Blending phonemes • Deleting phonemes • Segmenting words into phonemes • Adding phonemes • Substituting phoneme

45. Phonics • systematic • best gains if inititated early (K-1) • improves comprehension and greatly impacts word recognition

46. Fluency with Words and Text • Accurate automatic word recognition • grouping words into meaningful phrases • reading with expression

47. Vocabulary • Listening • Speaking • Reading • Writing • Comprehension

48. Strategies for Comprehension • Make Connections • Activate prior knowledge through text-to-self, text-to-text, and text-to-world connections. • Visualize • Make a picture in your mind about what you’ve read. • Question • Ask questions of the author, self, and text. • Predict • Make predictions about what will happen in the text. • Infer • Go beyond the words to think about what is implied but not stated. • Determine Importance • Distinguish main ideas from details. • Summarize • Organize important information that tells the general idea of the text. • Synthesize • Integrate words and ideas from the text with the personal thoughts of the reader to gain new insights.

49. Strategies for Navigating Through Informational Text • Students need to learn how to navigate through the text using some or all of the following text features: Bold print, colored print, italics, titles, titles, introduction, headings, labels, captions, bullets, index, diagrams, magnifications, photographs, tables, glossary, charts, timelines, maps, table of contents

50. Reading Strategies Independence Self- Monitoring IntegratingStrategies Cross-Checking Self-Correcting Using Meaning Cues Using Structure Cues Searching Phonics/Decoding Strategy Locating Known Words Locating Unknown Words Directionality One-to-One Correspondence PrintMatching