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Demystifying Small Group Instruction How to Deliver the Core and More!

Demystifying Small Group Instruction How to Deliver the Core and More!. Sources of Information-Cueing Systems. Prior Knowledge. Link Symbol to Sound - Check Against Meaning - Confirm. Sense of story. Meaning. Illustrations. Grammar patterns and language structure. Does it make sense?.

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Demystifying Small Group Instruction How to Deliver the Core and More!

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  1. Demystifying Small Group Instruction How to Deliver the Core and More!

  2. Sources of Information-Cueing Systems Prior Knowledge Link Symbol to Sound - Check Against Meaning - Confirm Sense of story Meaning Illustrations Grammar patterns and language structure Does it make sense? Oral language Knowledge of English Language Structure Visual Does it sound right? Can you say it that way? Does it look right? Sounds and symbols (Phonics) Concepts of print

  3. What Does Small Group Look Like Across A Cycle? 3 Day Cycle Part 1 NBO and First Read w/ Prompting Comprehension Part 2 Rereading for practice strategies and reading for more fluent reading and Word Work Part 3 Reread with Comprehension and Writing (Interactive, Guided or Independent) Part 4 Restart the cycle *Some components may stretch over two days

  4. Recording Small Group Teaching

  5. Effective Teaching Practices Within the Components Comprehensive Literacy Across the Lesson Exposes Students to: Phonics Fluency Vocabulary Comprehension Phonemic Awareness

  6. Video Segments to Watch • (Teacher Resource Guide -Literacy Wings DVD) • New Book Introduction • “Jasper the Fat Cat” • (What do we notice/ What is being emphasized?) • Word Work • “Learning the letter u” -different examples of letter work • “Breaking a large word apart” (look-ing, go-ing) • (What do you notice/ What is being emphasized?) • Writing • “All About Spiders” • “Revisiting the story (reassemble cut up sentence) • (What do you notice/ What is being emphasized?)

  7. Assessing on the Run Progress Monitoring When do I veer from the sequence or accelerate the lessons? What are signs to move levels or reteach and stay on the level or drop back? Brainstorm Running Record Clip Lit Wings DVD Georgie the Giraffe- Discuss what was seen

  8. Practicing Running Records (Optional) See more: http://www.eworkshop.on.ca/edu/core.cfm?p=main&modColour=1&modID=2&m=121&L=1

  9. Next Steps… Parking Lot- Post It On Easel

  10. Fluency & Comprehension Phonics Phonemic Awareness Phonics Phonemic Awareness Vocabulary and Comprehension

  11. Quality Reading Time • Reader/text match • Access and choice • Volume of deliberate practice • Literate conversation v. interrogation • Useful, explicit strategy instruction • Coherence/coordination Allington

  12. The cat is in the grass. The cat is in the lady’s lap. Oh no, the cat is in the tree.

  13. Reading is a Process Not A Procedure! You process information not check off a procedure.

  14. How Does a Classroom Support SRBI The concert of the class and the intervention

  15. Six Steps in a Guided Reading Lesson • Introducing the Text • Supporting Effective Reading • Discussing and Revisiting the Text • Teaching for Processing Strategies • Extending the Meaning of the Text (optional) • Word Work (optional)

  16. 1. Introducing the Text The most important decisions in Guided Reading center on selecting and introducing the texts to readers. For the reader to use processing strategies to construct meaning, the text must be accessible, comprehensible, and offer the student opportunities to problem-solve and learn. In Guided Reading, students read the text for themselves with the support of your strong introduction, which is the key to students understanding and successful problem solving on a challenging new text.

  17. PLAN THE INTRODUCTION • Jot down the important ideas that you want to be sure to mention. Notes might include: • 1-2 sentences - main idea of the book • vocabulary to introduce and define • info about author, illustrator or genre • processing strategies to reinforce • text features or layout • unusual language structures • length of reading assignment • after-reading assignment

  18. Plan for the Appropriate Level of Support The length of the introduction will depend on: • complexity of text • readers’ background knowledge • readers’ experience with text features • readers’ understanding of genre • reading skills

  19. Task: Book Introduction 1. Choose one of the books you brought to today’s session. 2. Applying the information you have just learned, plan a book introduction for your book. 3. Write down some possible ideas and main points for your introduction on the handout. (You may also want to refer to the Guiding Reading Teaching Card that accompanies your book.)

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