Managing Small Groups
description
Transcript of 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
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
Activation Profiles during Activation Profiles during Word Reading of Older Word Reading of Older
ChildrenChildren
Before InterventionBefore Intervention
AfterIntervention
Left
Right
Whole-GroupReading Instruction
Peer-Assisted Reading
Small-GroupInstruction –Same Ability
Whole-Group Review
Reading TimeReading Time
Collaborative Groups
Pairs/Partners
Work Station Routines
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
Components of Effective Components of Effective Reading InstructionReading Instruction
Assess Student
Progress
Decisions Based on
Data
Differentiated Instruction
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.
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
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
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
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
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
Reading Instruction Reading Instruction Components of Effective Components of Effective
Assess Student
Progress
Decisions Based on
Data
Differentiated Instruction
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
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
Components of Effective Components of Effective Reading InstructionReading Instruction
Assess Student
Progress
Decisions Based on
Data
Differentiated Instruction
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
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
Concept of Definition MapConcept of Definition MapNonexamples:What is it?
Differentiated Differentiated InstructionInstruction
Examples:
What is it like?
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.
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
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
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
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
The most effective The most effective learning arrangements learning arrangements
increase academic increase academic engagement.engagement.
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
Develop a Classroom Plan for Differentiated Instruction
1. Routines are the key to sanity.
2. Arrangement of the classroom.
3. Time Allocation.
4. Scheduling.
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
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
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.
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.
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
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.”
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.
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
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
Demonstration
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
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
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
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.
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
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.
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
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
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)
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.)
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.
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
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
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
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
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
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
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
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.
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
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
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
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
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!
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
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.
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.
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
Composing a Sentence Composing a Sentence From a PictureFrom a Picture
(who or what) (tells what the who or what is doing)
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
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.
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.
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
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
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.
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
Story SharingStory Sharing
Pretend ReadingPretend Reading
Read AloudRead Aloud
RetellRetell
3 Activities3 Activities
Importance of Importance of Distributed PracticeDistributed Practice
Provides for success.Getting the answer right is very reinforcing.
Ensure less error.
Every Minute CountsEvery Minute Counts
Allocate more time to reading Choose activities for their
academic value Use strategies that increase
active engagement in reading
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.
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_____________________
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)