Transcript Types of Small Group Instruction

Small Group Instruction
in the Primary Grades (K-2)
Marcia Uretsky
CACD, Tufts University
July, 2008
Uretsky CACD Tufts University, 2008
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Workshop Goals
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What is Essential About Small Group Instruction?
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Types of Small Group Instruction
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Step by Step Guide to Planning Small Group Instruction
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Selecting and Introducing Texts to Support Readers
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Systems for Organizing Small Groups
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Common Traps to Avoid
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The Architecture of Readers’ Workshop
Focus Lesson
(Whole Class)
Read and Confer
(Individual and
Small Group)
Group Share/
Wrap-up
(Whole Class)
-Interactive Read Aloud
-Shared Reading
-Independent Reading
-Small Group Reading
-Share
-Reinforce
-Celebrate
-Discuss
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What Is Essential About Small Group
Instruction?
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Flexible grouping
Assessment Drives Instruction
Matching Books to Readers
Explicit Modeling and Guidance
Purposeful Book Introductions
Reading Silently
Teacher as Coach
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Reading Rates
Richard Allington reminds us…
Title
Approximate
total words
Avg. 5th grader
200 words
per minute
Avg. 2nd grader
100 words
per minute
Stone Fox
(Gardiner)
12,000
2 hours
4 hours
Missing May
(Rylant)
24,500
4 hours
8 hours
Hatchet
(Paulsen)
50,000
8 hours
16 hours
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What are the Goals
of Small Group Instruction?
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Students develop a repertoire of strategies
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Students learn to self-correct
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Students learn to read for meaning
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Students build stamina for reading longer
texts independently
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Types of Small Group Instruction
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Strategy Groups
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Guided Reading Groups
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Literature Circles
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Guided Shared Reading for Kindergarteners
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Who, What, When, Where, Why, How???
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Who belongs in “the group?”
What do I teach THAT group?
When do I do this? What are the other kids
doing?
Where do I hold the group?
Why would you pull a small group?
How do I teach “it.”
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While conferring, you notice that
students have a similar need.
Four domains of reading to develop:
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Decoding
Comprehension
Fluency
Motivation/Identity
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Follow Sharon Taberski as she
moves from conference notes
to small group instruction.
Think about:
• Who are the students.
• What do they need to learn? What are the other kids doing?
• When will she teach them?
• Where will she teach them? How are materials accessible?
• Why pull them as a small group?
• How did she teach them?
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Strategy Groups
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Purpose- learn a particular strategy
Texts- instructional level, highlight strategy,
short text
Instruction- focus lesson structure
Time- short period (2- 5 days)
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Strategy
Text:
Connection
You already know …
OR
I’ve noticed…
Connect the lesson to something
students have learned or that
you have noticed about their
reading.
Name It!
Today, I’m going to teach you…
Explicit Instruction
Watch me do it. I’m going to read this book/poem/article called __________________________.
(Briefly introduce text.) Listen to me as I think aloud.
Pay attention to my thinking and my words—notice how I __________________ (name new strategy)
while I read.
Model the strategy and think aloud how you are thinking
For example:
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These words help me make an image in my mind.
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I will read that again and make the character sound like they are talking.
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Hmm. I don’t know that word. I will use the beginning sounds and think what would make sense.
Guided Practice
Now you try it.
Read the next page (section) to yourself. Use the strategy of (whatever modeled). I will listen in and
see how you are applying the strategy.
Send Off
Remember, strong readers ___ when they read.
If you come to a word you do not know… OR
If you do not understand what you are reading, try..
Tell them what you will teach today.
SHOW them exactly how to do it.
Read and think aloud while
they watch, or demonstrate
exactly what you want them to
do.
Each student reads text to
themselves.
Teacher listens in and prompts
strategy use.
Remind students to use the strategy in their
independent reading.
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Why Form a Strategy Group?
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Repeat day’s focus lesson with small group.
Teach a skill identified from assessment and
reading conferences:
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Retelling language
Fluency
Independently self-correct
Flexibly apply strategies
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Guided Reading Groups
Purpose- guide students to merge strategies
through text
 Texts- instructional level, engage reader, varied
text
 Instruction- teacher “guides” students through
text knowing when to scaffold and when to
release
 Time- for length of text
* Emergent readers more likely grouped by level.
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Step-by-Step Guide for Teaching
a Guided Reading Group
Step
1. Select the
group
2. Choose
the text
3. Introduce
the text
Instructional Plan
Notes
Analyze running records.
Analyze conference notes.
Students should have similar instructional reading level or
need.
Select a text at the appropriate instructional level (9094% accuracy).
Choose a text that supports your instructional goal for
these students.
Analyze the text for “traps” that may confuse the
students.
Think about potentially unfamiliar vocabulary, unclear
picture to text matches, phonic difficulties, unfamiliar text
structures, and confusing content.
Read the title.
Briefly preview the book. Point out “traps” or tricky
spots that the students may encounter.
Decide if any words require explicit teaching.
Build background knowledge of unfamiliar concepts.
Give students a purpose for reading. For example,
have them make a prediction and read to page ___ to
confirm or revise the prediction.
How heavily you scaffold the introduction depends on the
students’ abilities and the familiarity of the content.
With early readers, do a picture walk and “plant” new
vocabulary.
With more fluent readers, discuss challenging concepts
and refer to particular pages that may help students activate
background knowledge.
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4. Students
read the
text
5. After
reading
6. Follow
up activity
(optional)
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While students are reading silently, confer with
individual students and prompt them to actively
use particular strategies.
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If you find students struggling with the text (below
90% accuracy), it is too difficult. Either read it to the
students or replace it with an alternate text.
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Discuss the text and revisit the purpose you set
for reading.
Discuss personal reactions.
If certain words in the text were difficult to
decode or understand, teach how to decode or
figure out the meaning.
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After reading, focus on comprehension.
Remind students to use this thinking during
independent reading.
Revisit a portion of the text that caused difficulty.
Reread the book with a different focus (e.g.
author’s craft, particular comprehension
strategy).
Reread the story to build fluency.
Use the book as a reader’s theater to build
fluency.
Place book in students’ independent reading bags
for rereading.
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If students cannot read the text fluently, they could
reread it immediately, at Independent Reading, or
tomorrow for guided reading.
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View a Guided Reading Group
This video captures an early reader guided
reading group.
Watch for….
 “Before, During, After” components of lesson
 How did teacher scaffold initial read?
 How teacher prompted students to problem
solve?
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Why Form a Guided Reading Group?
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Emergent students need early literacy skills
best taught in leveled text
Develop an active reading stance
Develop stamina
Read a new genre
Lift the quality of text
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Literature Circles
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Purpose- lift the quality of thinking about text through
discussion
Texts- instructional level, various texts, provocative texts
that provoke discussion
Instruction- students read a common text come
together for discussion. Group time is spent discussing
text. Follows Interactive Read Aloud Discussion.
Time- for duration of text. Group meets after assigned
reading is completed.
* In primary grades teacher plays active role to teach
discussion moves and language.
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Literature Circles in Primary Grades
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Introduce concept of Literature Circle to group.
Introduce the text and read a small portion to/with
students.
Begin to develop a theory or question.
Students read next section independently / partner.
Students come back to develop theory or answer
question.
Teacher models strong discussion moves and language.
Students read next portion of text independently / partner
with theory or question in mind.
Next Day- Group meets to continue discussion.
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Simulation- Literature Circles
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Fishbowl a literature circle with participants.
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Notice:
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Teacher’s role
Student’s role
Evidence of teaching and learning (Literacy
Goals)
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Why Form Literature Circles?
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Strong readers ready for a challenge.
Develop thinking of strong decoders who
skim text and do not think deeply.
Practice discussion skills taught during
Interactive Read Aloud.
Provide safety of small group for students
who do not participate during Interactive
Read Aloud.
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Guided-Shared Reading
for Beginning Readers (< Level A-Level B)
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Purpose teach early emergent text skills
 Engage early emergent students with text
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Texts- Levels A-B, pattern, engaging, Big Books work
best
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Instruction- follows Shared Reading structure
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Time- until students show early literacy concepts and 1-1
speech to print match of familiar text (Level B)
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Guided-Shared Reading Follows
Whole Class Shared Reading Structure
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Playful, quick paced
Focus on meaning first
Peel away at layers of print (Level A-B)
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Concepts of print
Word/letter
L→R progression, return sweep
First/Last
Picture/Letter Match
Pattern
1-1 speech print match
Comprehension: “Talk Back” to the Book
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Simulation: Guided-Shared Reading
Think about:
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How this looks/sounds different than Guided
Reading or a Strategy Group.
Evidence of teaching?
Who would benefit from this instruction?
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Why Form a Guided-Shared
Reading Group?
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Students cannot focus during whole class Shared
Reading.
Students do not show interest in books.
Students need more practice of emergent skills
taught in whole class Shared Reading. (The need
more turns.)
Students enter school with limited literacy
experiences.
Students need to develop a collection of familiar
texts to engage during Independent Reading.
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Monthly System for Setting Up
Small Group Instruction
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Sept./Oct.- learn about students (confer and
assess)
End of month- synthesize patterns of need
Organize students into groups for next month
Begin with one group a day; add second
group as class develops stamina with
independent reading
Limiting the number of groups leaves time to
continue conferring
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NOT ALL students will be in small group
every month.
NOT ALL groups meet for ENTIRE month.
Confer with students not in small group.
Ways to alternate groups:
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Meet with one group each day and then disband.
Meet with two different groups on alternating
days. Give students text to reread and practice.
End of month, REPEAT THE CYCLE!
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Planning for Strategy Instruction
What are the strategies
strong readers use?
What does the
focus lesson look
like?
What text will I
use?
Ongoing Assessment
Running Records
Conferencing
Observation
What strategies do
the students need
to learn?
How many students need to
learn that strategy?
What component of the
Balanced Literacy Model will I
teach through?
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Planning Small Group Instruction
Group I Students
Instructional Level
1.__________________________
____________
2. __________________________
____________
3. __________________________
____________ 4.
__________________________
____________
5. __________________________
____________
Focus Strategies (Focus on 2-3 strategies only)
1.____________________________________________
2.____________________________________________
3.____________________________________________
Texts for Small Group Lessons
Dates
1._________________________________
________
2._________________________________
________
3._________________________________
________
Group II Students
Instructional Level
1.__________________________
____________
2. __________________________
____________
3. __________________________
____________ 4.
__________________________
____________
5. __________________________
____________
Focus Strategies (Focus on 2-3 strategies only)
1.____________________________________________
2.____________________________________________
3.____________________________________________
Texts for Small Group Lessons
Dates
1._________________________________
________
2._________________________________
________
3._________________________________
________
Group III Students
Instructional Level
1.__________________________
____________
2. __________________________
____________
3. __________________________
____________ 4.
__________________________
____________
5. __________________________
____________
Focus Strategies (Focus on 2-3 strategies only)
1.____________________________________________
2.____________________________________________
3.____________________________________________
Texts for Small Group Lessons
Dates
1._________________________________
________
2._________________________________
________
3._________________________________
________
Group IV Students
Instructional Level
1.__________________________
____________
2. __________________________
____________
3. __________________________
____________ 4.
__________________________
____________
5. __________________________
____________
Focus Strategies (Focus on 2-3 strategies only)
1.____________________________________________
2.____________________________________________
3.____________________________________________
Texts for Small Group Lessons
Dates
1._________________________________
________
2._________________________________
________
3._________________________________
________
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Sample Small Group Reading Group
Plan
Group I Students
Instructional Level
1.
Raven
A
2.
David
A
3.
Catherine
A
4.
Toby
A
Focus Strategies (Focus on 2-3 strategies only)
1. Match voice to print, 1:1.
2. Use picture to predict story and words.
3. Recognize and anchor on HF words: I, like, the
Texts for Small Group Lessons
Dates
1. The Ghost (A)
11/3
2. I Like (A)
11/10
3. The Puppy (A)
11/17
Group III Students
Instructional Level
1.
Angelina
D
2.
Katie
D
3.
Chandra
D
4.
Evan
D
5.
Felix
D
Focus Strategies (Focus on 2-3 strategies only)
1. Monitor for meaning: Does it make sense?
2. Cross-check--Use M, S, V cues together.
3. Look across the whole word.
Texts for Small Group Lessons
Dates
1. The Picnic in the Sky (D)
11/5
2. My Bike (D)
11/10
3. Shush! (D)
11/17_
1.
2.
3.
Group II Students
Buntanno
Roger
Sergio
Instructional Level
B
B
A
Focus Strategies (Focus on 2-3 strategies only)
1. Notice and use patterns in the text.
2. Use initial and final letters.
3.
Texts for Small Group Lessons
1. In the Car (B)
2. Our Rocket (B)
3. The Fair
(B)
Dates
11/3
11/12
11/19
Group IV Students
Instructional Level
1.
Julie
F
2.
Chappas
F
3.
Sam
F
4.
Allen
G
5.
Peter
F
Focus Strategies (Focus on 2-3 strategies only)
1. Monitor for meaning: Does it make sense?
2. Retell the story with B, M and E.
3. Skip a word, read on, and then reread.
Texts for Small Group Lessons
Dates
1. Teeny Tiny Woman (F)
11/5
2. Gingerbread Man (F)
11/12
3. The Carrot Seed (G)
11/19
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Organizing Small Group Instruction
Month:
Students
Strategies and Concepts to
Teach
Possible Texts
and Levels
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Group Format and Notes
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Small Group Planning Sheet
Week of:
Group
Text
Focus of
Instruction:
Day 1)
Day 2)
Day 3)
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Day 4)
Notes to
Plan:
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CAUTION!!
Watch out for these common traps!!!!
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The “Every Group Every Day” Trap
The “ Oops, I Forgot to Teach” Trap
The “25 Strategies in 1 Lesson” Trap
The “Round Robin” Trap
The “Teaching the Book” Trap
The “ High-Middle-Low Tracking” Trap
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Take Away Messages
1. Small Group Instruction allows for differentiated instruction.
2. Small groups are flexibly organized.
3. Small groups are organized by need.
4. The type of small group instruction depends on the students’
needs.
5. The teacher actively teaches or coaches.
6. The teacher balances small group instruction with 1-1 reading
conferences.
7. Be aware of the traps!
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