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Small Group reading instruction

Small Group reading instruction . A Differentiated Approach to Reading Instruction for Intermediate Readers, Grades 3-8 Facilitator: Lynn White SAGE October 24 th , 2014. When you think about teaching reading do you feel like this????. The Small Group differentiated reading model.

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Small Group reading instruction

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  1. Small Group reading instruction A Differentiated Approach to Reading Instruction for Intermediate Readers, Grades 3-8 Facilitator: Lynn White SAGE October 24th, 2014

  2. When you think about teaching reading do you feel like this????

  3. The Small Group differentiated reading model • Reading Research-Based Instructional Components • Fluency • Word Study • Comprehension • Students Progress on a continuum: • Intervention Reader Stage • Evolving Reader Stage • Maturing Reader Stage • Advanced Reader Stage

  4. Intervention stages for intermediate readers

  5. Intervention reader stage • Beginning Student Characteristics • Reading • Limited sight vocabulary • Lacks fluency • Focuses on decoding • Finger points and subvocalizes • Word Study • Knows most short vowel, blends, and digraphs (Mid WWP) • Major Focuses • Fluency • Developing speed, accuracy, and expression • Word Study • Learning common and less common vowel patterns/common word features • Comprehension • Transitioning from decoder to comprehenderof text

  6. Word Study

  7. Word Study Types of Sorts

  8. Why Teaching word study is important…

  9. F&P:K-R PM: 19-27 Evolving reader stageLate 2nd to late 4th grade • Beginning Student Characteristics • Reading • Extensive sight vocabulary • Begins to read more fluently and expressively • “Chunks” unknown words • Depends less upon finger pointing and subvocalizing (these strategies phase out during the stages) • Word Study • Knows most common word features • Knows most common and less common vowel patterns • Begins to make connections between spelling and meaning • Begins to learn about the meaning connections of simple prefixes and suffixes • Major Focuses • Fluency • Developing smooth, quick, accurate, automatic word recognition while using expression to interpret the author’s meaning • Word Study • Learning about syllable patterns • Learning complex vowel patterns in multisyllabic words, contractions, complex digraphs and blends, homophones, and compound words, as well as prefixes, suffixes, and simple Greek and Latin roots • Comprehension • Learning and experimenting with before-, during, and after-reading strategies

  10. Break Please take a 15 minutes

  11. Maturing Reader stagelate 4th grade to late 6th grade F&P: S-W PM: 28-30+ • Beginning Student Characteristics • Reading • Reads fluently • Reads longer text in a variety of genres • Uses a variety of strategies to comprehend text • Word Study • Spells most one-syllable words • Continues to study the meaning connection of spelling and vocabulary • Understands meaning changes when prefixes and suffixes are added to words • Major Focuses • Fluency • Independent practice for fluency • Word Study • Learning about syllable stress in multisyllabic words • Mastering the principles of preserving short- or long-vowel patterns as a syllable is added; learning more difficult affixes as the spelling-meaning connection is explored • Learning polysyllabic words with Latin & Greek roots • Comprehension • Developing and expanding before-, during-, and after-reading strategies

  12. Advanced reader stagelate 6th to late 8th grade F&P:U-Z PM: 30+ • Beginning Student Characteristics • Reading • Fluent, often avid readers • Develops competency with knowing when and how to use effective comprehension strategies based on text structure • Word Study • Understands basic and more complex syllable patterns • Major Focuses • Fluency • Independently practicing for fluency • Word Study • Mastering additional complex syllable patterns • Learning polysyllabic words with Latin & Greek roots • Comprehension • Developing independent use of strategies and developing critical insight

  13. Advanced Reader Lesson Plan

  14. Extension Activities

  15. Classroom Support • Professional Development • Tyner Videos • Summary of Stages 1-4 • Tyner Binders • Fountas & Pinnell Assessment • Daily 5 & Café • Words Their Way • Modelled Lessons • ERI sessions • Lessons in classroom • Co-teaching • Weekly Collaborative Planning • Literacy Lunches • Ongoing Support • Updated materials • Mimio Lesson sharing • On-line Resources • Spelling City

  16. Spelling city http://www.spellingcity.com Login: victorhlwyatt2013 Password: spellingrocks13 or from your own login Click on Find a List Type in Lynn White Choose the one at Victor Wyatt Import lists from my account to yours

  17. Remember when you felt like this?

  18. I hope that you are now feeling like this…

  19. Questions? Lynn.White@lrsd.net

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