Managing Small Groups

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Managing Small Managing Small Group Instruction Group Instruction to Ensure to Ensure Successful Successful Readers Readers Kristi L. Santi, Ph.D. The University of Texas – Houston Center for Academic and Reading Skills [email protected] http://cars.uth.tmc.edu

description

This presentation has some wonderful information and resources to help with differentiating instruction!

Transcript of Managing Small Groups

Page 1: Managing Small Groups

Managing Small Managing Small Group Instruction Group Instruction

to Ensure to Ensure Successful Successful

ReadersReadersKristi L. Santi, Ph.D.

The University of Texas – HoustonCenter for Academic and Reading Skills

[email protected]://cars.uth.tmc.edu

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ObjectivObjectiveses

1.1. Components of Effective Components of Effective ReadingReading

2.2. Overview of Differentiated Overview of Differentiated InstructionInstruction

3.3. Establishing RoutinesEstablishing Routines

4.4. Grouping ProceduresGrouping Procedures

5.5. Work StationsWork Stations

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Activation Profiles during Activation Profiles during Word Reading of Older Word Reading of Older

ChildrenChildren

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Before InterventionBefore Intervention

AfterIntervention

Left

Right

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Whole-GroupReading Instruction

Peer-Assisted Reading

Small-GroupInstruction –Same Ability

Whole-Group Review

Reading TimeReading Time

Collaborative Groups

Pairs/Partners

Work Station Routines

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Teacher TrainingA key to a successful prevention and intervention model resides in good teacher training.

Curriculum Aligned

with AssessmentCurriculum content

must be based on assessment

objectives.

Features of Effective Instruction

Assessing student progress, using assessment data to design instruction, and using a variety of grouping practices are necessary

to meet instructional needs.

A ReadingModel for

Preventionand

Intervention

Student Success

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Components of Effective Components of Effective Reading InstructionReading Instruction

Assess Student

Progress

Decisions Based on

Data

Differentiated Instruction

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Assessing Student ProgressAssessing Student Progress

First StepFirst Step

Collect assessment data at the Collect assessment data at the

beginning of the year.beginning of the year.

Key to SuccessKey to Success

Monitor progress by collecting Monitor progress by collecting

assessment data frequently across the assessment data frequently across the

year.year.

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Purpose of Assessment

1. Screening

2. Diagnostic

3. Progress Monitoring

Identifies need for support

Validates need forInstructional support

Guides classroom Instruction and support

Determinesstudent progress toward benchmarks

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Why Assessment?Why Assessment?

Knowing why a Knowing why a student is struggling is student is struggling is key to knowing how to key to knowing how to

help them.help them.David Tilly 2006David Tilly 2006

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Teaching the TestTeaching the Test When testing, teachers should view the When testing, teachers should view the

assessment as a tool to assist with assessment as a tool to assist with instructional planning.instructional planning.

Gains made by “teaching the test”Gains made by “teaching the test” are not “ability” gainsare not “ability” gains will not predict to other outcomeswill not predict to other outcomes will not generalize to other tests measuring will not generalize to other tests measuring

the same abilitythe same ability Inferences about test scores will be invalidInferences about test scores will be invalid

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Linking SBRR Assessments to Linking SBRR Assessments to InstructionInstruction

Identify Need with SBRR Assessment

Progress Monitorin

g

Implement

Review Plan based on Progress

Plan Instructional

Support

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Emergent ReadingEmergent Reading

Word RecognitionWord Recognition

ComprehensionComprehension

FluencyFluency

Skilled ReadingSkilled ReadingThe Reading The Reading PillarPillar

Print Awareness & Letter Knowledge

Motivation to Read

Oral Language including

Phonological Awareness

Decoding using alphabetic principal

Decoding using other cues

Sight Recognition

Conceptual Knowledge/vocabulary

Strategic processing of text

Speed and ease of reading text

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Reading Instruction Reading Instruction Components of Effective Components of Effective

Assess Student

Progress

Decisions Based on

Data

Differentiated Instruction

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Data-Based Decision Data-Based Decision MakingMaking

Planning the content of daily Planning the content of daily instruction based on frequent, instruction based on frequent, ongoing assessment dataongoing assessment data

Grouping and regrouping Grouping and regrouping

students based on shared needs students based on shared needs observed from dataobserved from data

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Matching Text to Matching Text to ReadersReaders

1.1. Instructional and independent Instructional and independent levels are based on an levels are based on an individual student’s reading individual student’s reading abilityability

2.2. What instructional and What instructional and independence for one student independence for one student may not be instructional or may not be instructional or independence for another independence for another student in the same classroomstudent in the same classroom

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Components of Effective Components of Effective Reading InstructionReading Instruction

Assess Student

Progress

Decisions Based on

Data

Differentiated Instruction

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Why Differentiate Why Differentiate Instruction?Instruction?

The range of reading ability The range of reading ability in a typical classroom is in a typical classroom is about five years and is more about five years and is more academically diverse than academically diverse than anytime in history. anytime in history.

Kameenui & Carnine, 1998; Mathes, Torgesen, Menchetti, Kameenui & Carnine, 1998; Mathes, Torgesen, Menchetti, Santi, Nicholas, Robinson, & Grek, 2003Santi, Nicholas, Robinson, & Grek, 2003

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Instructional Context forInstructional Context forDifferent LearnersDifferent Learners

During typical reading instruction, During typical reading instruction, students spend 70% of their time students spend 70% of their time passively watching and listening to passively watching and listening to others.others.

Students spend only a small fraction Students spend only a small fraction of their time reading.of their time reading.

Poorest readers typically receive the Poorest readers typically receive the least reading instruction.least reading instruction.

O’Sullivan, Yssledyke, Christensen, & Thurlow, 1990; Grek, 2000; Vaughn, Moody, & O’Sullivan, Yssledyke, Christensen, & Thurlow, 1990; Grek, 2000; Vaughn, Moody, & Schumm, 1998; Allington & McGill-Franzen, 1989; Stanovich, 1986Schumm, 1998; Allington & McGill-Franzen, 1989; Stanovich, 1986

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Concept of Definition MapConcept of Definition MapNonexamples:What is it?

Differentiated Differentiated InstructionInstruction

Examples:

What is it like?

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Concept of Concept of Definition MapDefinition Map

With your partner, write your own With your partner, write your own definition of differentiated instruction.definition of differentiated instruction.

Brainstorm examples of how a teacher Brainstorm examples of how a teacher might differentiated instruction.might differentiated instruction.

Brainstorm examples that do NOT Brainstorm examples that do NOT depict differentiated instruction.depict differentiated instruction.

Identify synonyms that describe what Identify synonyms that describe what differentiated instruction is like.differentiated instruction is like.

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Concept of Definition MapConcept of Definition Map

What is it like?

Nonexamples:

What is it?

Differentiated Instruction

Examples: Teaching students according

to their individual needs.

•Data-based instruction

•Individualized instruction

•Scaffolding

Teaching targeted small groups

Flexible grouping patterns

Using assessment data to plan instruction

Matching text level to student ability

Independent projects tailored to student ability

Whole class instruction

Small groups that never change (tracking)

All students reading same text

Same independent seatwork assignments to entire class

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What isWhat isDifferentiated Instruction?Differentiated Instruction?

Varying instructions to meet Varying instructions to meet the needs of all students the needs of all students within the same classroomwithin the same classroom

Taking students where they Taking students where they are and moving them forwardare and moving them forward

Flexibly grouping and Flexibly grouping and regrouping students according regrouping students according to shared needs and abilitiesto shared needs and abilities

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The Academic ContinuumThe Academic Continuum

Advanced Readers Read fluently and with expression Read independently Have advanced decoding skills Have good comprehension

Typical Readers Read less fluently Developing independence Developing advanced decoding skills Developing strategies for comprehension

Struggling Readers Read with labored fluency Have poor decoding skills Comprehension hindered by poor reading

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Differentiation = Differentiation = AccelerationAcceleration

If students leave third grade If students leave third grade behind on reading they behind on reading they probably will probably will nevernever catch up. catch up.

Reading progress is Reading progress is accelerated when reading accelerated when reading instruction is matched to the instruction is matched to the student’s needs. student’s needs.

Torgesen & Mathes, 1998; Juel 1988; Torgesen & Mathes, 1998; Juel 1988; Torgesen & Burgess, 1998

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The most effective The most effective learning arrangements learning arrangements

increase academic increase academic engagement.engagement.

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Effective Effective Classroom Classroom

Management Management FactorsFactors

Frequent Frequent monitoringmonitoring

Nonverbal signalsNonverbal signals Use of routinesUse of routines Models routines Models routines

firstfirst Frequent positive Frequent positive

interactions (4 to 1 interactions (4 to 1 ratio)ratio)

Reinforce student Reinforce student accomplishmentsaccomplishments

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Develop a Classroom Plan for Differentiated Instruction

1. Routines are the key to sanity.

2. Arrangement of the classroom.

3. Time Allocation.

4. Scheduling.

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Establishing RoutinesEstablishing Routines

1.1. Rules for CentersRules for Centers Moving to centersMoving to centers Asking for helpAsking for help Being accountableBeing accountable

2.2. ActivitiesActivities Previously learnedPreviously learned Academically Academically

engagingengaging

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Moving to CentersMoving to Centers

At the beginning of the year practice At the beginning of the year practice the routine of moving with the the routine of moving with the studentsstudents

Role play how to ask for helpRole play how to ask for help Three before meThree before me

Exit slipsExit slips Students complete a half sheet of paper Students complete a half sheet of paper

that contains a rubric for self-evaluationthat contains a rubric for self-evaluation Attach to completed workAttach to completed work

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ActivitiesActivities

All activities should be previously All activities should be previously learnedlearned Use new words for word sortUse new words for word sort Extend word activities into writing Extend word activities into writing

activitiesactivities Academically engagingAcademically engaging

As much fun as cutting out boots and As much fun as cutting out boots and pasting on glitter might be to the pasting on glitter might be to the students, it is not instructionally relevant. students, it is not instructionally relevant.

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Other GuidelinesOther GuidelinesMake literacy stations an important Make literacy stations an important

part of learning each day – part of learning each day – not not something to do when everything is something to do when everything is finishedfinished..

Have no more than two or three “work Have no more than two or three “work stations.”stations.”

Stations are always the same!!!!!!Stations are always the same!!!!!!Less is more!!!!!Less is more!!!!!Don’t have to be cute, just well thought Don’t have to be cute, just well thought

out.out.

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Instructional DeliveryInstructional Delivery

Well organizedWell organized Task orientedTask oriented ExplicitExplicit Reduces practice of errorsReduces practice of errors Demonstration, guided Demonstration, guided

practice practice

with prompts, and feedbackwith prompts, and feedback

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Instructional DeliveryInstructional Delivery

Classroom is well organized.Classroom is well organized. Desks are arranged so that all students Desks are arranged so that all students

are in the teacher's instructional zone.are in the teacher's instructional zone. Instruction is explicit (no guess work). Instruction is explicit (no guess work).

Students know what and why.Students know what and why. AllAll students are being engaged in students are being engaged in

instruction.instruction. No students are on the peripheral only No students are on the peripheral only

marginally participating.marginally participating. No students are sitting alone confused.No students are sitting alone confused. No student has been “ written off.”No student has been “ written off.”

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Time MattersTime Matters

This means:This means: Allocating more time to reading Allocating more time to reading

is only a is only a first stepfirst step.. Carefully choosing instructional Carefully choosing instructional

materials and activities based on materials and activities based on what research suggests is most what research suggests is most effective.effective.

Reducing down time and related Reducing down time and related activities time. activities time.

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Daily Time AllocationDaily Time AllocationTIME ALLOCATED FOR:TIME ALLOCATED FOR: Current Current

MinutesMinutesPossible Possible MinutesMinutes

Reading InstructionReading Instruction

Spelling InstructionSpelling Instruction

Writing InstructionWriting Instruction

Total Language Arts BlockTotal Language Arts Block

Additional MinutesAdditional Minutes::Sustained Silent Reading (less time/closely Sustained Silent Reading (less time/closely monitor)monitor)

Library Time (from lining up to returning to Library Time (from lining up to returning to classroom)classroom)

Reading/Writing During Social Studies (more Reading/Writing During Social Studies (more time)time)

Reading/Writing During Science (more time)Reading/Writing During Science (more time)

Reading During Mathematics (more time)Reading During Mathematics (more time)

Computer Time (academically engaging?)Computer Time (academically engaging?)

Other time:Other time:

Total Additional MinutesTotal Additional MinutesAdd Total Language Arts Block + Total Additional Add Total Language Arts Block + Total Additional

MinutesMinutesAdd possible minutes Add possible minutes + total daily time + total daily time allocationallocation

Total Daily Time AllocationTotal Daily Time Allocation

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Focus on AcademicsFocus on Academics

Engaged TimeEngaged Time Critical Factor Time students

actually spend performing an academic task

Students are sitting alone doing things they don’t understand

Increasing Increasing EngagementEngagement

Doesn’t have to be cute!

Unison responses Partner Activities Peer Tutoring Cooperative

Learning

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Demonstration

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Sección 9

Puntaje D NI Puntaje D NI Puntaje D NE Puntaje D NE Puntaje D NI Puntaje D NE Puntaje D NE Puntaje D NE Puntaje D NI

Rebecca 13 D 9 NI 6 D 5 NE 6 A 5 DJorge 15 D 11 D 1 NE 6 D 8 D 2 NE 13 L 1 Indep 27 6 DMiguel 15 D 12 D 4 D 2 NE 6 D 8 D 2 NE 15 L 2 Indep 45 4 NISandra 15 D 10 D 4 D 2 NE 6 D 6 NE 22 L 4 Inst 64 5 DCarlos 11 NI 9 NI 1 NE 6 D 1 NE 9 A 3 NIRicky 10 NI 6 NI 6 D 5 NE 2 A 1 NIGabriela 15 D 9 NI 6 D 9 D 1 NE 20 L 3 Indep 64 3 NIJavier 13 D 10 D 1 NE 5 D 6 NE 7 A 5 DMartin 14 D 10 D 2 NE 4 NI 22 L 3 Inst 32 4 NIIris 14 D 12 D 4 D 4 D 6 D 8 D 2 NE 13 L 1 Indep 25 6 DNoe 14 D 12 D 4 D 3 D 6 D 8 D 1 NE 25 L 5 Inst 82 3 NIEduardo 12 D 11 D 2 NE 6 D 7 NE 18 L 3 Indep 47 2 NIRolando 15 D 10 D 0 NE 6 D 7 NE 18 L 1 Inst 20 2 NIAlexandra 14 D 11 D 4 D 3 D 6 D 9 D 4 D 4 D 25 L 5 Indep 80 5 DLaura 15 D 10 D 2 NE 6 D 7 NE 15 L 2 Inst 25 4 NIAlberto 14 D 11 D 4 D 3 D 6 D 8 D 17 L 2 Inst 33 1 NIBenjamin 14 D 12 D 4 D 4 D 6 D 8 D 4 D 3 D 24 L 4 Indep 82 5 DDiana 13 D 11 D 4 D 3 D 6 D 9 D 0 NE 20 L 3 Inst 54 2 NIAngela 15 D 12 D 3 D 3 D 5 D 9 D 2 NE 18 L 3 Indep 36 6 DVictor 15 D 9 NI 6 D 8 D 1 NE 12 L 1 Inst 27 4 NIAntonio 15 D 10 D 4 D 1 NE 4 NI 20 L 3 Inst 43 3 NI

Número de estudiantes NI 10 7 2 2 17 5Porcentaje de estudiantes NI 48 33 10 10 81 24Si Porcentaje NI es más de 66%,enseñe el concepto a toda la clase como grupo.

Nombre del estudiante

Conocimiento Fonológico-sílabas Conocimiento Fonológico-sonidos

Lect

ura(

L) o

aud

itiva

(A)

Núm

ero

del c

uent

o

Exa

ctitu

d de

lect

ura

(Ind

ep.,

Inst

., F

rust

)

Unión y segmentación-

sílabas (sección 2)

Pro

porc

ión

de la

flui

dez

Rec

onoc

imie

nto

de la

s pa

labr

as

D=10-12 NI=0-9

Identificación del sonido inicial (sección 5)

D=5-6 NI=0-4 D=8-10 NE=0-7D=3-4 NE=0-2

Omisión del sonido-inicial

(sección 7)

Omisión del sonido-final (sección 8)

D=3-4 NE=0-2D=3-4 NE=0-2

210 24

Unión y segmentación-sonidos

(sección 6)

1152

5

Omisión de la sílaba-inicial (sección 3)

D=3-4 NE=0-2

Omisión de la sílaba final

(sección 4)

Comprensión de lectura (secciones 10-15)

Conocimiento Alfabético

210

Comprensión

D=5-6 NI=0-4

1362

Conocimiento de sonidos

(sección 1)

D=13-15 NI=0-12

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David

AlexElmer

RobAngelinaPat

George

All SD

CharlesDavid

Alex

Rob

Peter

All SD

Jeffrey

George

Charles David

Elmer

James Alex

Rob Pat

All LIS

Jeffrey

George

Charles David

Elmer

James Alex

Rob Pat

All NA S1

RalphJane

Bud

Wendy

ClaireAbby

RalphJaneAbby

BudWendy

Paris Ralph

Claire Hank Abby Bud Wendy

Ralph 70 - 5

Jane 65 - 5

Bud 122 - 5

Wendy 92 - 5

All D

All D

All IND

Jeffrey Charles James Peter

Paris Hank Sam

Jeffrey Paris SamHank

James

George Elmer Claire Angelina

Pat Peter SamJane Angelina

All INS

Paris 28 - 1

Hank 28 - 1Peter 26 - 1

Angelina 33 - 3Claire 52 - 1Abby 48 - 4

Sam 31 - 1

1 out of 4 D

2 out of 5 D

3 – 4 out of

5 D

2 out of 4 D

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Jeffrey

Peter

Blending, Word Building & Comprehension

Claire Abby

Jane

Fluency & Reading Comprehension

David Alex Rob

Ralph BudWendy

Enrichment: Comprehension & Vocabulary

Basic PA and GK Skills, Listening Comprehension

James

Pat Charles

* Needs PAAngelina

SamHank, Paris

ElmerGeorge

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Grouping PatternsGrouping Patterns

Teachers who get the best outcomes use multiple grouping patterns to accommodate student’s academic diversity. Whole Group Small Group Peer pairing Cooperative projects

Dependent on the the activity and student ability

Eye on increasing active engagement.

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Grouping PracticesGrouping PracticesGroup Instructional Focus Group Formation

Whole Group

Preview new concepts Practice concepts not

mastered by approximately 2/3 of the class

Review concepts

All students in class

Small Group (same ability)

Instruction targeted to specific students’ needs

3 to 6 students Based on

assessment data Small Group

(mixed ability) Practice concepts

already introduced Based on students’

abilities or interests

Pairs/Partners Practice concepts already introduced

Based on assessment data

Intervention Group

Instruction targeted to specific students’ needs

Based on assessment data

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Daily Small Group Daily Small Group LessonsLessons

Can include multiple tracks.Can include multiple tracks. Each track will be visited for only a Each track will be visited for only a

brief time.brief time. Amount of new information should Amount of new information should

be reduced.be reduced. Most of each lesson should be Most of each lesson should be

review and generalization.review and generalization.

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IAG provides over 100 pages IAG provides over 100 pages of research based activitiesof research based activities

• Grouping Grouping StudentsStudents

• Cumulative Cumulative Daily Review Daily Review

• Book and Print Book and Print AwarenessAwareness

• Phonemic Phonemic AwarenessAwareness

• Word StudyWord Study• FluencyFluency• VocabularyVocabulary• ComprehensioComprehensionn

• SpellingSpelling• WritingWriting

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4.15, 4.16, 4.174.15, 4.16, 4.17Listed left to right-Listed left to right-comparablecomparable

Onset-rime blendingOnset-rime blending

Rhyming and Rhyming and alliterationalliteration

IAG ActivitiesIAG ActivitiesSkills in Order of Skills in Order of DifficultyDifficulty

Phonemic AwarenessPhonemic Awareness

4.7 4.7 Listed from top toListed from top to 4.9 4.9 bottom in order ofbottom in order of 4.6 4.6 difficulty.difficulty.4.114.114.104.104.84.8

IAG Continuum

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IAG ContinuumIAG ContinuumWordWord Study – Graphophonemic Study – Graphophonemic

KnowledgeKnowledgeEasyEasy: Green: Green

- Letter-Sound - Letter-Sound CorrespondenceCorrespondence

Less Easy:Less Easy: Blue Blue

- Onset-Rime Blending- Onset-Rime Blending

- Phoneme Comparison- Phoneme Comparison

LessLess Difficult:Difficult: Red Red

- Phoneme Blending- Phoneme Blending

- Elision- Elision

- Phoneme - Phoneme SegmentationSegmentation

Difficult:Difficult: Orange Orange

- Chunking- Chunking

IAG ACTIVITIES

5.16 (letter-sound correspondence) 5.19 (onset-rime blending)

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4.9 The Ship is loaded 4.9 The Ship is loaded With…With…

Have students sit in a circle and make sure you have something to toss. To begin the game say, The ship is loaded with cheese. Then toss the (bean bag) to someone else in the circle. The person must make a rhyme from the sentence. Example: The ship is loaded with peas. (fleas, trees, bees, etc.)

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50

4.15, 4.16, 4.174.15, 4.16, 4.17

IAG Activities IAG Activities (Phonemic (Phonemic Awareness)Awareness)4.7 4.7 4.9 4.9 4.6 4.6 4.114.114.104.104.84.84.124.125.335.33

1: Basic Skills

A 1-4

4.9, 4.12, 4.15

IAG Continuum and

Teacher Lesson Planning Sheet

1.2.

3.

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1: Basic Skills

A 1-4; B1-3;7 E1

4.09, 4.12, 4.15, 5.8, 5.14, 7.5, 8.1, 8.2

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Schedule for Small GroupSchedule for Small Group

MondayMonday TuesdayTuesday WednesdWednesdayay

ThursdThursdayay FridayFriday

Group 1Group 1

20 minutes20 minutesGroup 1Group 1

15 minutes15 minutesGroup 1Group 1

15 minutes15 minutes

Group 1Group 1

25 25 minutesminutes

Group 1Group 1

20 minutes20 minutes

Group 2Group 2

20 minutes20 minutesGroup 2Group 2

20 minutes20 minutesGroup 3Group 3

20 minutes20 minutesGroup 2Group 2

20 20 minutesminutes

Group 2Group 2

20 minutes20 minutes

Group 3Group 3

20 minutes20 minutesGroup 4Group 4

25 minutes25 minutesGroup 4Group 4

15minutes15minutesGroup 3Group 3

15 15 minutesminutes

Group 4Group 4

20 minutes20 minutes

Group 2Group 2

15 minutes15 minutes

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Group 1Group 1 Group 2Group 2 Group 3Group 3 Group 4Group 4

DevonDevon

JacobJacob

SamSam

Candy, RayCandy, Ray

MaryMary

JeromeJerome

JoseJose

Todd, Todd, GeorgeGeorge

AmyAmy

LucyLucy

LenaLena

Susan, CarlosSusan, Carlos

TaylorTaylor

DawnDawn

Wanda, Wanda, MariaMaria

Simon, Simon, DanielDaniel

ToddTodd

SusanSusan

WandaWanda

RobertRobert

CandyCandy

DanielDaniel

LucyLucy

AmyAmy

DevonDevon

JacobJacob

JoseJose

George, George, SimonSimon

SamSam

RayRay

CarlosCarlos

GeorgeGeorge

LenaLena

CarlosCarlos

DawnDawn

RayRay

TaylorTaylor

SusanSusan

RobertRobert

SanSan

JeromeJerome

WandaWanda

Daniel, MariaDaniel, Maria

DevonDevon

MaryMary

LucyLucy

Amy Amy

TaylorTaylor

SimonSimon

MariaMaria

LenaLena

CarlosCarlos

CandyCandy

MaryMary

Todd, DawnTodd, Dawn

JacobJacob

JeromeJerome

Jose, RobertJose, Robert

Paired Paired ReadingReading

Mary &DanielMary &Daniel

Jerome and Jerome and LucyLucy

Devon & Devon & SimonSimon

Jacob & Jacob & WandaWanda

Ray & TaylorRay & Taylor Candice & Candice & AmyAmy

Todd & LenaTodd & Lena

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The Differentiated The Differentiated ClassroomClassroom

Look forLook for:: Routines Routines How classrooms are arranged How classrooms are arranged

to facilitate differentiation to facilitate differentiation How teachers use many How teachers use many

techniques for increasing techniques for increasing academic engagement during academic engagement during both teacher directed and both teacher directed and student directed instructionstudent directed instruction  

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A Differentiated ClassroomA Differentiated Classroom

Projects Table

Des

k

Computers

Class LibraryProjects

Table

Chalkboard

Smal

l G

roup

Planning Board

Teacher’s Materials

Conference Chair

Cabinets

24 Students

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Teacher-Directed Student-Directed

Gives Gives immediate immediate and and specific specific feedbackfeedback

Reteaches Reteaches as as necessarynecessary

Teaches Teaches

to masteryto mastery

Clear expectations Clear expectations for student for student behaviorbehavior

Clear academic Clear academic objectivesobjectives

Read, write, Read, write, discuss, and discuss, and practice critical practice critical skillsskills

Multiple and varied Multiple and varied opportunities to opportunities to practicepractice

InteractiveInteractive EngagingEngaging DifferentiatedDifferentiated

Read, write, Read, write, discuss, and discuss, and practice practice critical skills critical skills independentlindependentlyy

Accountable Accountable for their own for their own learninglearning

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Grouping Grouping ArrangementsArrangements

Teacher-DirectedTeacher-Directed Whole groupWhole group Small groupSmall group

Same AbilitySame Ability Mixed AbilityMixed Ability

IndividualIndividual

Student-DirectedStudent-Directed Work stationsWork stations Peer activitiesPeer activities Collaborative Collaborative

groupsgroups Independent Independent

workwork

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Increasing Academic Increasing Academic Engagement During Teacher-Engagement During Teacher-

Directed InstructionDirected Instruction

Increase every student’s Increase every student’s opportunity to respond to the opportunity to respond to the teacher.teacher.

Use techniques other than Use techniques other than calling on one student at time.calling on one student at time.

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Techniques:Techniques:Check for UnderstandingCheck for Understanding

1.1. Everybody QuestionsEverybody Questions

2.2. Thumbs-Up, Thumbs-Thumbs-Up, Thumbs-DownDown

3.3. Use of White BoardsUse of White Boards

4.4. Response CardsResponse Cards

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Academic Engagement Academic Engagement During Student-Directed During Student-Directed

InstructionInstruction

1.1. Work stationsWork stations

2.2. ComputersComputers

3.3. Peer-assisted learningPeer-assisted learning

4.4. Collaborative group Collaborative group routinesroutines

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Ideas for Work StationsIdeas for Work Stations

PartnersPartners• Partner Partner

readingreading• Word studyWord study• VocabularyVocabulary• WritingWriting• Literature Literature

analysisanalysis

TechnologyTechnology• Software Software

(differentiate (differentiate for specific for specific learners)learners)

• Computer Computer searchessearches

• EditingEditing

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A work station is not always A work station is not always completed in a special location in completed in a special location in the room.the room.

Most stations can be completed at Most stations can be completed at students’ desks.students’ desks.

Some stations will need to be Some stations will need to be completed somewhere else in the completed somewhere else in the room. room.

Work StationsWork Stations

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What about the students with What about the students with whom the teacher is not whom the teacher is not

working?working? Want to see lowest students getting “double Want to see lowest students getting “double

dose.”dose.” Instructional routines for the students who Instructional routines for the students who

are not being taught directly by the are not being taught directly by the teacher.teacher.

Every student knows routines.Every student knows routines. Objectives support other aspects of Objectives support other aspects of

instruction.instruction. Students are partnered.Students are partnered. Students are reading and discussing text Students are reading and discussing text

selection following specific routines.selection following specific routines. Should be active, but not a zoo!Should be active, but not a zoo!

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Work StationsWork Stations

Objectives support other aspects of instruction.Objectives support other aspects of instruction.

EASY IDEAS – All Using Peer PairingsEASY IDEAS – All Using Peer Pairings

Letters-Sounds and Outlaw Words Partner Letters-Sounds and Outlaw Words Partner Review.Review.

Buddy ReadingBuddy Reading Listening StationListening Station Writing StationWriting Station Spelling StationSpelling Station TechnologyTechnology

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The Listening StationThe Listening Station

Students listen to a story book at a Students listen to a story book at a listening station as pairs. More listening station as pairs. More that one pair can listen to a story.that one pair can listen to a story.

Students apply already taught Students apply already taught comprehension strategy such as:comprehension strategy such as: Sequencing notesSequencing notes Story Sequence Story Sequence Story map.Story map.

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The Writing StationThe Writing Station

Reading-Writing connection is Reading-Writing connection is solidly proven.solidly proven.

If they can read about it, they can If they can read about it, they can write about it.write about it.

Use comprehension strategies to Use comprehension strategies to plan writing.plan writing.

Spell it as your hear it.Spell it as your hear it.

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Teaching Students to Teaching Students to Write SentencesWrite Sentences

Definition of a sentence:Definition of a sentence: A sentence names a who or what A sentence names a who or what

and tells what the who or what is doingand tells what the who or what is doing

Model:Model: Use the rule to write a sentence from Use the rule to write a sentence from

a picturea picture Include punctuation rulesInclude punctuation rules Distinguish sentences from Distinguish sentences from

nonsentencesnonsentences

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Composing a Sentence Composing a Sentence From a PictureFrom a Picture

(who or what) (tells what the who or what is doing)

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Writing with the Writing with the Development of DetailsDevelopment of Details

Students develop writing through Students develop writing through the use of appropriate details.the use of appropriate details.

• Add to sentence development

• Adding details to a content web

• Revision and Editing

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Adding to Adding to Sentence DevelopmentSentence Development

Combine simple sentences into Combine simple sentences into compound sentences (use of ‘and’ compound sentences (use of ‘and’ and ‘but’)and ‘but’)

Introductory clauses (moving around Introductory clauses (moving around the part that tells when)the part that tells when)

Example: The king counts his money before breakfast.

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Peer-Assisted Literacy Peer-Assisted Literacy Strategies Strategies (PALS)(PALS)

All students are paired with other students of the same class or instructional group.

Each pair has a coach and a reader.

Coach and reader jobs are reciprocal.

First reader is higher performing reader.

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Peer PartnersPeer Partners

All students in class are paired with All students in class are paired with peers.peers.

Partners should be different learner Partners should be different learner types.types. Those needing more intense reading Those needing more intense reading

instruction paired with typical readersinstruction paired with typical readers Typical readers paired with Typical readers paired with

advanced readersadvanced readers

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Peer Pairing SchemePeer Pairing Scheme Rank-order your students in terms of Rank-order your students in terms of

readingreading skill. skill. Split them in half (more skilled half and less Split them in half (more skilled half and less

skilled half).skilled half).Student 1

Student 2

Student 3

Student 4

Student 5

Student 6

Student 7

Student 8

Student 9

Student 10

Student 11

Student 12

Student 13

Student 14

Student 15

Student 16

Student 17

Student 18

Student 19

Student 20

Student 21

Student 21

Student 23

Student 24

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Peer Pairing SchemePeer Pairing Scheme

Pair the top-ranked student in the more Pair the top-ranked student in the more skilled half with the top-ranked student in skilled half with the top-ranked student in the less skilled half.the less skilled half.

Continue this process until all of your Continue this process until all of your students have partners. students have partners.

Consider individual needs and Consider individual needs and personalities. personalities.

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1.1. Reassign partners every four to five Reassign partners every four to five weeks.weeks.

2.2. Do not change partners in response to Do not change partners in response to student requests or complaintsstudent requests or complaints

Other ImportantOther ImportantGuidelines for PairingsGuidelines for Pairings

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Story SharingStory Sharing

Pretend ReadingPretend Reading

Read AloudRead Aloud

RetellRetell

3 Activities3 Activities

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Importance of Importance of Distributed PracticeDistributed Practice

Provides for success.Getting the answer right is very reinforcing.

Ensure less error.

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Every Minute CountsEvery Minute Counts

Allocate more time to reading Choose activities for their

academic value Use strategies that increase

active engagement in reading

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Review of What We LearnedReview of What We Learned

In this section you learned:In this section you learned:1.1. how to plan differentiated instruction how to plan differentiated instruction

using student assessment data,using student assessment data,2.2. how to use flexible grouping how to use flexible grouping

arrangements,arrangements,3.3. techniques to increase academic techniques to increase academic

engagement during both teacher engagement during both teacher directed and student directed directed and student directed instruction,instruction,

4.4. how to arrange your classroom to how to arrange your classroom to facilitate differentiated instruction.facilitate differentiated instruction.

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Reflections on Effective Differentiated Reflections on Effective Differentiated InstructionInstruction

Currently Do:Currently Do: New Techniques:New Techniques:

Pledge: I commit to implementing the following 2 new techniques in my classroom:_________________________________________________________________________________________________________________________________________________

Signature_____________________

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Remember...Remember...

Most reading difficulties can be Most reading difficulties can be prevented.prevented.

To provide targeted student To provide targeted student instruction, student progress must be instruction, student progress must be assessed and evaluated continually.assessed and evaluated continually.

You are the best intervention strategy You are the best intervention strategy your students have.your students have.

(Snow, Burns, & Griffin, 1998)(Snow, Burns, & Griffin, 1998)