Where we have been
This presentation is the property of its rightful owner.
Sponsored Links
1 / 68

Where we have been PowerPoint PPT Presentation


  • 96 Views
  • Uploaded on
  • Presentation posted in: General

Where we have been. Review of Tier 1. As we work to develop more intensive systems for our struggling students we assume You are working on your core You are working on your screening assessment system You are looking at schoolwide data. Without a strong core

Download Presentation

Where we have been

An Image/Link below is provided (as is) to download presentation

Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author.While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server.


- - - - - - - - - - - - - - - - - - - - - - - - - - E N D - - - - - - - - - - - - - - - - - - - - - - - - - -

Presentation Transcript


Where we have been

Where we have been


Review of tier 1

Review of Tier 1

  • As we work to develop more intensive systems for our struggling students we assume

    • You are working on your core

    • You are working on your screening assessment system

    • You are looking at schoolwide data


Where we have been

Without a

strong core

the systems you will begin to create over the next few days

will be

overwhelmed.


Where we are going

Where we are going


Small group instruction

Small Group Instruction


Why are we here

Why are we here?

  • Most of the interventions are delivered in small group setting – we should discuss that delivery model!

  • Learn about instruction of students in the small group setting.

  • Learn about what research tells us about the key components of reading

  • Explicit about my instruction

  • Eliminates confusion about why we are here

  • Gives you a road map for where we are going


Expectations

Expectations

  • Demonstrate good audience skills

    • Silence cell phones

    • Hold side conversations out of ear shot of others

    • Engage in active listening

  • Participate in partner discussions

  • Take notes to track your thinking

  • If you need a break, take one

  • Complete the evaluation/formative assessment at the back of the packet

  • Explicit about my instruction

  • Clear expectations reduce confusion

  • I assume you know all these things


But i m not delivering small group instruction

“But I’m not delivering small group instruction. . . .”

  • As leaders you will need to train others on small group instruction.

  • As coaches you will need to show others how to deliver small group instruction.

  • As observers you will need to determine if small group instruction is delivered well

  • As teachers you will need to deliver and talk with your peers about small group instruction.


Where we have been

“Simply placing students in small or more homogenous group is not enough. For grouping to be maximally effective materials and teaching must be varied and made appropriately challenging to accommodate the needs of students at their different levels of ability.”

~John Hattie, Visible Learning, 2009, p. 95


Where we have been

“Simply placing students in small or more homogenous group is not enough. For grouping to be maximally effective materials and teaching must be varied and made appropriately challenging to accommodate the needs of students at their different levels of ability.”

~John Hattie, Visible Learning, 2009, p. 95


Definition of small group

Definition of Small Group

  • size of each group (e.g., 3-5 for struggling readers, 5-7 for other students, etc.)

  • number of days per week each group attends the Teacher-Led Center

  • number of minutes per day

  • content and level of the lesson (i.e. area(s) of reading skill and level of instruction)

  • type of lesson structure for each group (i.e., Skills-Focused Lesson or Guided Reading)


Types of small group instruction

Types of Small Group Instruction

Guided Reading

Skill Focused Lessons

“explicit re-teaching of both knowledge elements and skills, as well as extended opportunities to practice the application of these skills in a variety of contexts ranging from individual words, to phrases, to sentences, to connected text.” (Kosanovich, p.4)

  • Guided Reading is a context in which a teacher supports each reader’s development of effective strategies for processing novel texts at increasingly challenging levels of difficulty” (Fountas & Pinnell, 1996, p. 3).


Where we have been

Guided Reading

Skill Focused Lessons

“explicit re-teaching of both knowledge elements and skills, as well as extended opportunities to practice the application of these skills in a variety of contexts ranging from individual words, to phrases, to sentences, to connected text.” (Kosanovich, p.4)

  • Guided Reading is a context in which a teacher supports each reader’s development of effective strategies for processing novel texts at increasingly challenging levels of difficulty” (Fountas & Pinnell, 1996, p. 3).


Systematic instruction

Systematic Instruction

  • Clear expectations about what is to be learned

  • Clarity of presentation

  • Multiple opportunities for student responses

  • Active monitoring of responses

  • Frequent evaluation and feedback

Christenson, 1989


Clear expectations about what is to be learned

Clear expectations about what is to be learned


Clear expectations about what is to be learned1

Clear expectations about what is to be learned

  • Gain student’s attention

  • State the goal of the lesson

    • “Why do we have to learn this?”

    • Convey the skill’s relevance in the larger context


Behavior expectations

Behavior Expectations

  • Promote safety and a positive learning environment

  • Keep rules short and simple

  • State in the positive

  • Give example and non-examples

  • Review rules regularly

  • Looks like/sounds like chart


Be respectful

Be Respectful

What it looks like

What it sounds like

Use kind words

Use a quiet voice

  • Keep your eyes are on the teacher, partner or the text

  • Follow directions

  • Honor other people’s things and feelings

  • Wait for your turn

example


Where we have been

  • Tally marks

    • Each student has a post it

    • One side for behavior

    • Other side for individual responses

  • Great for communication with classroom teacher

  • Can tie to PBIS plan

Steven


Behavior expectations1

Behavior Expectations

What we expect

=

What we get


Do you have clear routines for

Do you have clear routines for…

  • Cues for attention

  • Cues for stop!

  • How to get help?

  • How to use computers?

  • What to do in fire drill?

  • When you have not yet arrived at the learning space?

  • When the instructor is absent?

  • How to enter the learning space?

  • How to exit the learning space?

  • Use the bathroom?

  • Get a drink?

  • Having no pencil?

  • Sharpen a pencil?

  • Use a binder or folder

  • What to bring?


Talk to a neighbor

Talk to a neighbor

  • Which type of small group instruction is happening in your schools, guided reading and/or skill focus lessons?

  • How are the behavioral expectations set?


Clarity of presentation

Clarity of presentation


Clarity of presentation1

Clarity of presentation

  • Modeling or demonstrating the skill (I do it)

  • Providing prompted or guided practice (we do it)

  • Providing structured partnership (y’all do it)

  • Providing unprompted practice (you do it)


I do it

I do it

  • Demonstrating and describing what is being done

  • Think alouds

  • Be clear, consistent, and concise

  • Provide several models

  • Involve students in the model


We do it

We do it

  • Guided practice is provided through the use of prompts

    • Directions, clues, cues or reminders

    • Physical, verbal, visual

  • Prompts are gradually withdrawn

    • Telling Asking Reminding


Y all do it

Y’all do it

  • Partners practice the skill together

  • Partners are taught to prompt

    • “Would you like help or time?”


You do it

You Do It

  • Independent work consists of the same task used during instruction

  • Initial attempt at independent practice

  • Provides a chance for constructive feedback

  • Formative assessment

    • Assessment that changes our instruction


Multiple opportunities for student responses

Multiple opportunities for student responses


Multiple opportunities for students to practice

Multiple opportunities for students to practice

  • Provides more than one opportunity to practice each new skill

  • Provides opportunities for practice after each step in instruction

  • Elicits group responses when feasible

  • Provides extra practice based on accuracy of student responses

Carrie Thomas Beck, Ph. D.

Oregon Reading First Center


Where we have been

By giving a response students are retrieving, rehearsing and practicing what has been taught.


Drill and practice vs drill and kill

Drill and Practice vs. Drill and Kill

Drill

and

Skill!

Drill

and

Thrill!

Repetition with joy


Active monitoring of responses

Active monitoring of responses


Active monitoring of responses1

Active monitoring of responses

  • Listening for responses

  • Watch and listen to a child each turn

  • Listen-in to partner responses

  • Read written responses

  • Record keeping


Record keeping

Record keeping


Record keeping1

Record keeping


Frequent evaluation and feedback

Frequent evaluation and feedback


Feedback

Feedback

  • Teachers provide to students

  • Students provide to teachers

    • What students know

    • What they understand

    • Where they make errors

    • When they have misconceptions

    • When they are not engaged

    • Hattie, 2009

      Not in handouts


Frequent evaluation and feedback1

Frequent evaluation and feedback

  • Feedback will help close the gap between current response and desired response.

  • Remain positive

  • Focus on the correct response not the incorrect response


Corrective feedback

Corrective Feedback

  • Provides affirmations for correct responses

  • Promptly corrects errors with provision of correct model

  • Limits corrective feedback language to the task at hand

  • Ensures mastery of all students before moving on

Carrie Thomas Beck, Ph. D.

Oregon Reading First Center


Corrective feedback1

Corrective Feedback

  • Affirmations

    √ Go beyond a simple “yes,” “good job” or “that’s right.”

    √ Be specific!

    “Yes, /aaaaaa/.”

    “Yes, that word is goat.”

    “Right, the fox was trying to come up with a plan to trick the rabbit.”

Carrie Thomas Beck, Ph. D.

Oregon Reading First Center


Corrective feedback2

Corrective Feedback

Part Firming Paradigm:

  • Tell the answer.

  • Repeat the task.

  • Repeat the part.

  • Go on to the next part.

  • Go back to the beginning of the exercise if you had to firm more than one part.

Carrie Thomas Beck, Ph. D.

Oregon Reading First Center


Corrective feedback3

Corrective Feedback

Practice does not make perfect.

Perfect practice makes perfect.


Talk to a neighbor1

Talk to a neighbor

  • How would you describe the small group instruction currently occurring in your schools?

  • How can you take this structure back to your schools?


Overview of the big 5

Overview of the “Big 5”

Tara Black & Dean Richards

OrRTI Cadre 7 Training


Phonemic awareness

Phonemic Awareness

  • Word comparison

  • Rhyming

    Which words rhyme? pail, tail or cow, pig?

  • Sentence segmentation

    The cat is fat. How many words do you hear?

  • Syllable segmentation and blending

    Clap the syllables in these words:

    bat, batter, airplane, table, porcupine


Phonemic awareness1

Phonemic Awareness

  • Onsets and rimes

    The first part of cat is /c/; last part of win is /in/)

  • Phoneme segmentation

    How many sounds are in cat?

  • Phoneme addition, deletion and manipulation

    Listen to the word, bat; drop the /b/ add replace with /c/ what’s the word?


Phonics

Phonics

  • Letter sounds

  • VC and CVC

  • Consonant Digraphs

  • CVCC and CCVC

  • Silent E


Phonics1

Phonics

  • R-control vowels

  • Advanced consonants (i.e.,-tch, kn, soft c & g)

  • Vowel Teams

  • Multi-syllable words

  • Prefixes and suffixes


Fluency

Fluency

Necessary Skills: Phonics and other strategies for decoding words

  • Accuracy

  • Prosody

    • Expression

    • Emphasis

    • Phrasing

    • Volume

    • Smoothness

  • Rate

    • CWPM

The old man the vegetable garden.


Vocabulary

Vocabulary

  • Contextual Analysis

  • Morphemic Analysis

  • Receptive Language

    • Reading Comprehension

    • Listening Comprehension

  • Expressive Language

    • Writing

    • Speaking

Center for Teaching and Learning, University of Oregon


Comprehension

Comprehension

  • Text Structure

  • Make Inferences and Analyze

  • Evaluate

  • Story Structure

  • Generate Questions

  • Summarize

  • Monitor Comprehension

Keep in mind:

Reading OAKS strand information is more related to the difficulty of the passage than the ability for the student to use the skill


Talk to a neighbor2

Talk to a neighbor

  • What are the “Big 5” components of a core reading program?


Where we have been

  • Video 1

    • First grade

    • Phonemic Awareness


Where we have been

  • Video 2

    • 4th grade

    • Phonemic Awareness


Where we have been

  • Video 3

    • 1st grade

    • Phonics


Where we have been

phonics


Talk to a neighbor3

Talk to a neighbor

  • What similarities did you notice in the Phonemic Awareness videos and the Phonics video?


Where we have been

  • Video 4

    • 5th grade

    • Paragraph Fluency


Where we have been

  • Video 5

    • 3rd grade

    • Vocabulary


Where we have been

  • Video 6

    • 2nd grade

    • Fluency and Comprehension


Talk to a neighbor4

Talk to a neighbor

  • How did the components of small instruction look in each of the big 5 areas of Reading?


  • Login