Small Group Instruction

1. Small Group Instruction ERF Training Dr. Mary Abbott February 27, 2009 Information in this presentation is available for noncommercial use only. You may use the information provided that: (a) you do not modify or delete any content; (b) you do not redistribute content without identifying the website and author as the source of content; (c) the use of content does not suggest that our ERF project promotes or endorses any third party causes, ideas, Web sites, products or services. For additional permission requests, please contact Dr. Mary Abbott, mabbott@ku.edu

2. ERF Small Group Configuration • 3 different groups of children (2 for ElCentro) • 3 different academic subjects to be covered each day. • Interactive reading with a previously read book. • Phonological Awareness/Alphabet Knowledge • Math

3. Benefits of Interactive Book Reading • Oral language development • Engage in rich conversations with teachers • Asking who (characters), what (events), when, where (setting), why (conflict), and how (resolution) questions • Opportunity to connect events in the book with personal experiences • Remember when…? • Who has ever…? • Print concepts • Letter knowledge and Phonological Awareness

4. Interactive Book Reading Small Group Instruction • Book Time • Scholastic theme

5. Book Time • Learning goal includes vocabulary concepts and comprehension goal that is connected to the theme of the week • Section for suggestions for ELL • First read – Building Understanding • Focus on concepts in book • Oral language ‘response to the book’ • Second read – Build Vocabulary • Focus on new vocabulary in the text • Writing ‘response to the book’ • Third read – Build Skills • Focus on comprehension • Oral language ‘response to the book’ that is linked to comprehension } During Storybook Reading

6. Scholastic Teacher Manual Suggested lesson plan • First read DURING STORY BOOK READING • Before read – Getting Ready • During read – Share the Book • After read – Beyond the Book • Additional reads • Reread – Suggested focus • Integrated Curriculum

7. Interactive Book ReadingBefore book reading… • Review target vocabulary • Show an object or picture that represents the vocabulary word and ask: • What’s this? or What do you call this? • What can I do with this? • Tell me what you know about this? • Encourage the children to remember events from the 1st read

8. Interactive Book ReadingDuring book reading… • Ask open-ended questions (Wasik & Bond, 2001) • Tell me what is happening on this page • What do you think will happen next? • Why do you think the character did that? • How is the character feeling? Why do you think the character is feeling this way?

9. Interactive Book ReadingAfter book reading… • Ask children about events that happened in the story • What was the story about? • What happened when…? • What else happened? • Ask children what part of the book they liked best • Extend the book experience to the children’s experience.

10. Interactive Book Reading and Text Structure • Narrative or fictional text tells a story • Expository (non-fiction or informational) text provides factual information about a subject matter • These two types of texts have very different text structures.

11. Story Grammar – Narrative Text Name_____________________________ Date____________                 Story Grammar Title ______________________________________________Author_____________________________________________Setting ______________________________________________________________________________________________________________Main Characters __________________________ __________________________ _________________________________________ Conflict or Problem________________________________________________________________________________________________________________________________________________________________________________________________________________________________________Events 1._________________________________________________________ 2._________________________________________________________ 3._________________________________________________________ 4._________________________________________________________ Conclusion_______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

12. Information/Expository Text • Description • topic lists characteristics, features, attributes • Sequence • lists items or events in sequence, • Comparison • details how things are alike and/or different • Cause and Effect • presents events as causes and the effect(s) • Problem and Solution • presents a problem & one or more solutions

13. Interactive Book Reading Children exhibit higher levels of vocabulary development when given the opportunity to engage in conversations that: • Go beyond the explicit information presented in a story • Require more than just describing pictures • Require more than “yes” or “no” responses

14. Interactive Book Reading Activities • With Tissue Paper • Read, Walk, Draw, LEA • Creating Colors • Using Food Color to Create Colors • What Do You Hear? • Three Ways to Retell a Story

15. Letter Knowledge Phonological Awareness Small Group Instruction

18. Letter Knowledge Activities • Vocabulary Infused with Letter Knowledge • Fun with Hands-on Letter Making • Very, Vibrant, Violet Vs • Using the Scholastic Lessons to Teach Phonological Awareness and Letter Knowledge • Syllable Division by Clapping, Jumping, and Looking • Learning Shapes and Clapping Syllables

19. Math for Small Groups Counting Math Prepositions

20. Math Sequence • Begin with the theme, concept and activities in the Scholastic Curriculum. • Look at the list below. • Choose math skills that fit within the theme, concepts and activities from the curriculum and fit the needs of your children.

21. Mathematical Knowledge last front • Demonstrates understanding of numbers/Number sense and operations • Count • Group • Order of Numbers • More/Fewer • Group Comparison • Ordinal Numbers • More and Less Than/Same • Position of Objects • Representing #’s with Objects • Identify positions i.e. first, last, top, bottom small big top

22. Number computation • 1 to 1 correspondence • Add 2 groups (using concrete objects) • Subtract 1 group from another (using concrete objects) • Geometry • Recognize and describe attributes of shapes • Recognize shapes and real objects in the environment • Use shapes separately or in combination to produce pictures and objects • Algebra • Sort by attributes • Recognize, describe, and develop patterns • Extend patterns • Create 3 object patterns

23. Standard Measurement • Compare two measurements using attributes i.e. height, temperature, length, weight, time • Sort by attributes • Estimates and measures • Develop a beginning understanding of time and sequencing • Data/Probability • Use probability to predict • Pictographs • Bar Graphs

24. Small groups can be the most productive academic time of the day • Make sure to: • Plan well each week’s activity • Prepare materials ahead of time • Practice new-to-you activities prior to trying them with children. • Allow NO down time for children. • Have a system for measuring time for each group….a timer is best • Have and practice transitions into and out of groups.