Feeding the Herd

1. Feeding the Herd Strong Core Instruction

2. Targets • Structure and reasons for the 90 minute block • Identify the key features of effective whole group instruction • Identify the key features of effective small group instruction • Answer the question, “What do the rest of the kids do?” by looking at The Daily 5 literacy activities Structure All Students Groups of students Individual students • 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

3. 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

4. Partnerships • Pick someone near year you to be your partner. • The person with the next birthday is coffee. • The other person is cream.

5. How’s your herd?

6. vs.

7. Tier 1 is for all students

8. The Daily 5 A structure to instruction

9. What sets The Daily 5 apart? Teachers Students Engaged in the act of reading and writing for extended amounts of time Receive focused instruction on building and maintaining independence Receive tailored instruction through whole group, small group and or individual conferencing each day. • Deliver 3 to 5 whole group lessons each day. • Teach 3 to 4 small groups of children each day • Confer with individual students each day • Hold all students accountable for eyes- on- text • Explicit about my instruction • Keeping you engaged • Writing to help increase comprehension.

10. What sets The Daily 5 apart? Teachers Students Engaged in the act of reading and writing for extended amounts of time Receive focused instruction on building and maintaining independence Receive tailored instruction through whole group, small group and or individual conferencing each day. • Deliver 3 to 5 whole group lessons each day. • Teach 3 to 4 small groups of children each day • Confer with individual students each day • Hold all students accountable for eyes- on- text

11. What sets The Daily 5 apart? Teachers Students Engaged in the act of reading and writing for extended amounts of time Receive focused instruction on building and maintaining independence Receive tailored instruction through whole group, small group and or individual conferencing each day. • Deliver 3 to 5 whole group lessons each day. • Teach 3 to 4 small groups of children each day • Confer with individual students each day • Hold all students accountable for eyes- on- text

12. Schedule • Harcourt is written and designed to be taught for 90 to 120 minutes. • This does not include the instruction of writing • It may include the practice of writing as a Daily 5 choice

13. Schedule • Harcourt is written and designed to be taught for 90 to 120 minutes. • This does not include the instruction of writing • It may include the practice of writing as a Daily 5 choice

14. Limited whole group time • Keep a “perky pace” • Mini lessons should be mini • 5-10 minutes of input time

15. Why Daily 5? • According to recent brain research children can only stay focused for the number of minutes that correlates with the child’s age. • Example= 6 year olds can stay focused and retain information for 6 minutes. • Short Intervals of repeated practice

16. Small group lesson 6 Struggling students 15 minutes Whole group lesson 10 minutes Comprehension 25 students Whole group lesson 10 minutes PA/Phonics 25 students Whole group lesson 5 minutes Vocabulary 25 students 90 minute block Structure of the Daily 5 Small group lesson 5 Struggling students 15 minutes Conferences 10 minutes 4 3 4 5 Whole group lesson 10 minutes Comprehension 25 students Whole group lesson 10 minutes Comprehension 25 students 3 5 3 3 5 3 4 4 5 5 5 5 5 4 4 4 Small group lesson 6 On level students 10 minutes Word Work Work on Writing Listen to Reading Whole Group closure 5 minutes 25 students Read to Someone Read to Self

17. Talk Time • Coffee please answer the following question: • How do you manage your current reading schedule? • Cream please answer the following question: • What barriers do you have to changing the way you are spending your reading time? With extra time switch questions • 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

18. Individual processing time • Summarize how time could be spent in the reading block in 1 sentence. • Explicit about my instruction • Writing as a response to instruction • Synthesizing information • Think/Pair/Share/Think/Write • Formative assessment

19. Whole Group Instruction Sharing and Modeling skills

20. Let’s start with a non-example

22. Whole group instruction • Text is a shared piece of literature that is an example of the skill • Text is designed to be the initial instruction • Text is used as a model to teach literacy skills • Whole group text may be above or below some students • Whole group instruction should be a limited amount of time

23. Whole group instruction • Text is a shared piece of literature that is an example of the skill • Text is designed to be the initial instruction • Text is used as a model to teach literacy skills • Whole group text may be above or below some students • Whole group instruction should be a limited amount of time

24. Classroom layout for the Daily 5 • Community gathering place • Signals and check in • Anchor charts • Book Boxes

25. Classroom layout for the Daily 5 • Community gathering place • Signals and check in • Anchor charts • Book Boxes

26. Classroom layout for the Daily 5 • Community gathering place • Signals and check in • Anchor charts • Book Boxes

27. Classroom layout for the Daily 5 • Magazine boxes work well • Parents can help organize • Student selected text • Library books • Favorite books • Teacher selected text • Leveled readers • Decodable readers • Community gathering place • Signals and check in • Anchor charts • Book Boxes

28. Partnerships • Increase student talk time • Intentionally assigned by teacher • Multiple turns leads to multiple opportunities • More turns = more practice

29. Partnerships • Increase student talk time • Intentionally assigned by teacher • Multiple turns leads to multiple opportunities • More turns = more practice

30. Partnerships A B C D E F G H

31. Partnerships A B C D E F G H

32. Partnerships A B C D E F G H

33. Dr. Anita Archer Focus … As you watch this video, • Write the active participation procedures that are directly taught to students. • Explicit about my instruction • Writing as a response to instruction • Set the purpose • Build background, graphic organizer, targeted conversation

35. Talk Time Coffee will begin followed by Cream • Begin to list the active participation strategies that were taught to students • List items until you have exhausted your list • With extra time talk about how you could use this practice in your class.

36. Pacing • Optimize instructional time • Allow for student think/processing time • Good pacing keeps students from being bored, but is not so fast they cannot keep up • Brief introduction and eternal review

37. Pacing • Optimize instructional time • Allow for student think/processing time • Good pacing keeps students from being bored, but is not so fast they cannot keep up • Brief introduction and eternal review

38. Instruction matters • Think aloud to model new information for students • I do, we do, ya’ll do, you do (scaffolding) • Graphic organizers • Maintain close proximity to students.

39. Instruction matters • Think aloud to model new information for students • I do, we do, ya’ll do, you do (scaffolding) • Graphic organizers • Maintain close proximity to students.

40. Whole group video • Write down effective instructional strategies in whole group • Scaffolding • Think aloud • Graphic organizer • 2nd grade, Rural Southeast, Oregon • Description is the focus and was taught • Video begins just after a picture walk

41. You will be discussing one of these questions with your partner: • How did the instructor scaffold the reading for the students? • How did the instructor make his thinking around comprehension public?

43. Talk Time • Cream please answer the following question: • How did the instructor scaffold the reading for the students? • Coffee please answer the following question: • How did the instructor make his thinking around comprehension public? • With extra time switch questions

44. Individual processing time • Summarize the importance of strong whole group instruction in 1 sentence.

45. Small group Instruction The key to differentiation

46. Managing groups • You should spend more time face to face with your most struggling readers. Is this fair? There are only 2 kinds of fair. . . state and county It is all about the end result!

47. Managing groups • You should spend more time face to face with your most struggling readers. Is this fair? There are only 2 kinds of fair. . . state and county It is all about the end result!

48. Managing groups Skill grouping Ability grouping Students generally read at the same level, but it may be for different reasons A student who struggles due to decoding vowels is grouped with a student who struggles with reading speed. • Flexible based on what the child has demonstrated • 2nd graders are grouped who didn’t do well on “oi” sound last week • 5th grade readers are grouped who are strong at “summarizing,” not on “inference”

49. Instructional Level Text • Understand why students are in a group together • Use multiple sources of data to determine the level • DIBELS • Unit tests • Observations

50. The text is focused on the needs of the students • We are teaching the reader not the text • We are teaching literacy not literature! • We are teaching for application