Meeting the Needs of All of Students

1. Meeting the Needs of All of Students May 5, 2014

2. 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 activities.

3. 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.

5. 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 Words-Cunningham, Word Ladders-Rasinski) All are based on developmentally appropriate instruction and word patterns.

6. Layers of English Orthography Prefixes, suffixes, Greek and Latin roots Meaning Pattern 42-44 sounds-only 26 letters Alphabet Letter/sound relationships

7. 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.

8. What are your challenges? At your tables, talk about the challenges you have with differentiation and/or flexible grouping.

9. 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)

10. 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

11. 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

12. Independent/Group Work Ideas Activity Read to Self …………….….. Writing Station………….…. Word Study………………... Research……………………. Textbook work…………….. Leveled Readers…………… Written dialog……………... Accountability Response Journal Writing Journal Word Study notebook Notes Written work Response Journal Turn in dialog

13. Work Stations in Action Jot down any of your noticings, thoughts, or revelations as you view this video clip.

14. Guided Reading in Action Jot down any of your noticings, thoughts, or revelations as you view this video clip.

15. 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

16. 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

17. 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

18. 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

19. 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

20. 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.

21. Now it’s your turn!

22. And Lastly… Take a few minutes to… • Fill out your exit card • Jot down some reflections/goals