Transcript Meeting the Needs of All of Students

Meeting the Needs of All of Students
May 5, 2014
Participants will:
★ Enhance understanding of word study principles and
practices
★ Understand basic principles of small group instruction forming, planning and conducting to provide
individualized attention/differentiation.
★ Determine skills and/or strategies to teach in small
group based on student data.
★ Plan at least one guided reading/small group lesson.
★ Plan one or more authentic independent practice
Word Study
Take a few minutes to think about your word study
program.
● What are some of your successes?
● What are some of your challenges?
Write down a few of each and share with your table.
Be ready to share whole class.
Word Study in a Nutshell
● Integral part of balanced literacy
● Based on the 3 levels of English orthography -Alphabet,
Pattern, Meaning
● Differentiated
● Words Their Way is one of several word study
programs (Word Journeys-Ganske, Making WordsCunningham, Word Ladders-Rasinski) All are based on
developmentally appropriate instruction and word
patterns.
Layers of English Orthography
Meaning
Prefixes, suffixes, Greek and Latin
roots
Pattern
42-44 sounds-only 26 letters
Alphabet
Letter/sound relationships
Flexible Grouping
Flexible grouping is the cornerstone of successful differentiated
instruction – Carol Ann Tomlinson
Flexible grouping is an opportunity for students to work with a variety of
students, through whole group or in many different forms of small
groups. The key to flexible grouping is in the name…FLEXIBLE. Students
have an opportunity to be in different groups depending on the activity.
● Initially use whole group for instruction
● Divide group for practice or enrichment
● Not used as a permanent arrangement
● Use groups for one activity, a day, a week, etc.
What are your challenges?
At your tables, talk about the challenges you
have with differentiation and/or flexible
grouping.
Forming groups
Today we will look at
● running records data
● any additional student data
to form and refine guided reading groups.
● Miscue Analysis (Accuracy)
● The Continuum of Literacy Learning (Comprehension)
Organization for Successful Small Groups
★Establish classroom management
★Assess and establish groups
★Know what you need to teach
★Plan lessons to mastery
★Create effective and meaningful activities
★Communicate expectations
★Build in accountability
Organization (cont’d.)
★Teacher chooses the groups
★Non-teacher group needs self directed work that is challenging
and engaging
★Un-interrupted teacher group
★Known routines & procedures
★Consistent expectations in transitions
○ Timed
○ Organized
○ Limited movement
INDEPENDENT/GROUP WORK IDEAS
Activity
Accountability
Read to Self …………….…..
Writing Station………….….
Word Study………………...
Research…………………….
Textbook work……………..
Leveled Readers……………
Written dialog……………...
Response Journal
Writing Journal
Word Study notebook
Notes
Written work
Response Journal
Turn in dialog
Work Stations in Action
Jot down any of your
noticings, thoughts, or
revelations as you view
this video clip.
Guided Reading in
Action
Jot down any of your
noticings, thoughts, or
revelations as you view
this video clip.
How Do I Start ?:
The Initial Framework for Every Classroom
• Students are divided into small groups (ideally, 4-6
students per group)
• Lessons will run 15-20 minutes
• Determine appropriate level of groups
• Provide a text for each child
What Does Guided Reading Look Like ?
• The teacher introduces the text to the small group
• As the text is read aloud or silently, the teacher briefly
works with students; each child reads the whole text.
• The teacher may select one or two teaching points to
address after reading
• The students resume reading and apply the teaching
points presented by the teacher
Pre-Reading Activities: The Teacher
From Fountas and Pinnell
• Selects an appropriate text, one that will be supportive
but with a few problems to solve
• Prepares an introduction to the story
• Briefly introduces the story, keeping in mind the
meaning, language, and visual information in the text,
and the knowledge, experience, and skills of the reader
• Leaves some questions to be answered through reading
During Reading Activities: The Teacher
From Fountas and Pinnell
• “Listens In”
• Observes the reader’s behaviors for evidence of strategy use
• Confirms children’s problem-solving attempts and successes
• Interacts with individuals to assist with problem-solving at
difficulty (when appropriate)
• Makes notes about the strategy use of individual readers
Post Reading Activities: The Teacher
From Fountas and Pinnell
•
Talks about the story with the children
•
Invites personal response
•
Returns to the text for one or two teaching opportunities such as
finding evidence or discussing problem-solving
•
Assesses children’s understanding of what they read
•
Sometimes, engages the children in extending the story through such
activities as drama, writing, art, or more reading
•
Sometimes, engages the children for a minute or two of word work
Assessment
• Ongoing observations will probably be the most
beneficial for tracking students.
• A notebook with Post-It notes can serve as your
documentation.
• Running records provide a quick assessment of
fluency.
NOW IT’S YOUR TURN!
AND LASTLY…
Take a few minutes to…
• Fill out your exit card
• Jot down some reflections/goals