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What Do I Do with the Rest of the Kids

There must be a classroom structure in place so that a teacher can work with small groups and individuals while others are purposefully engaged. Work with the whole class initiallyLearn about your learners before setting up a structureKeep structure learner and curriculum basedIntroduce structure

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What Do I Do with the Rest of the Kids

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    1. What Do I Do with the Rest of the Kids? Presented by Michael P. Ford, Ph D Professor of Reading Education College of Education and Human Services University of Wisconsin Oshkosh Oshkosh, WI USA 54901 FORD@UWOSH.EDU (920) 424-7231

    2. There must be a classroom structure in place so that a teacher can work with small groups and individuals while others are purposefully engaged Work with the whole class initially Learn about your learners before setting up a structure Keep structure learner and curriculum based Introduce structure gradually Make activities accessible and purposeful Set up structure for independent use Minimize transition time Introduce to groups one at a time Promote equity of use between activities and among learners Always be ready to go back and reexamine structure

    3. What do I do with the rest of the kids? Let meaningful small group and individual work flow naturally out of whole class instruction Set up meaningful small group and individual work that allows for conversations across the learners in a class, but also for flexibility in how learners read and response to texts.

    4. What do I do with the rest of the kids? Use parallel processes that allow for meaningful small group and individual work away from the teacher Develop classroom structures that provides ongoing independent work that flows from classroom instruction.

    5. What do I do with the rest of the kids? Develop classroom structures for small group and independent inquiry as an ongoing alternative for engaging learners away from the teacher. Develop center-based infrastructures to facilitate meaningful independent work away from the teacher.

    6. Option One Let meaningful small group and individual work flow naturally out of whole class instruction

    7. Option One Same Text for All Students Grouping without Tracking Where Have All the Bluebirds Gone? How to Soar with Flexible Grouping by Caldwell and Ford (Heinemann, 2002)

    9. Individual Story Wheel Read Pages 4-7 STOP THINK DRAW WRITE Read Pages 8-11 STOP THINK DRAW WRITE Read pages 12-15 STOP THINK DRAW WRITE Draw and write what might happen next on the back Share what you have read and draw with a buddy Read extra books

    10. Large Group Story Wheel Divide into heterogeneous teams Each team gets a piece of the text, a piece of the pie and a talking bubble One team member reads the text aloud Members decide what to draw on their piece of the pie Members draw their scene on their piece of the pie Members decide on a one sentence summary for the talking bubble to describe their scene Teams come together in the large group to sequence their scenes collectively creating a large story wheel. Teams add their talking bubbles to add to the story wheel. Story wheel is reviewed to start the reading of the second half of the book on the following day.

    11. Option Two Set up meaningful small group and individual work that allows for conversations across the learners in a class, but also for flexibility in how learners read and response to texts.

    12. Option Two Same Text for All Students Different Parts for Different Students Jigsawing Reaching Readers: Innovative and Flexible Strategies for Guided Reading Optiz and Ford Heinemann, 2001

    14. Jigsaw Plan Title:

    15. Jigsaw Assignments Team One Should we put out the fires? (146-147) Team Two Yellowstone Aflame (148-149) Team Three Fighting Fires (150-151) Team Four Aftermath (153-156) Team Five The Future (156-157)

    16. Group Task Read your section Everyone read silently Read with partners Take turns listening as others read Record important details Record questions Write summary Prepare for sharing. Remember that others have not read your section. Scan the rest of the article. Study other resources.

    17. Option Two (Another Way) Same Topic for All Students Different Texts for Different Students Literature Circle, Inquiry Teams Reaching Readers: Innovative and Flexible Strategies for Guided Reading Optiz and Ford Heinemann, 2001

    19. Character Traits Character Web on Teacher Character Web on Self Character Web on Common Character Character Web on Main Character in Individual books

    20. Option Three Use parallel processes that allow for meaningful small group and individual work away from the teacher Example: Writers Workshop and Guided Reading

    21. Parallel Instructional Format (One Teacher) Writing Workshop Focus Lesson (LG) 10 minutes Status of the Class (LG) 5 minutes SS Writing Time (LG – one group) 15 minutes Peer Conferencing (SG) 15 minutes Teacher Conferencing (SG) [Small Group #4] 15 minutes Preparation for Sharing (Individuals, Pairs, SG) 15 minutes Sharing (LG)10 minutes Guided Reading Guided Reading Group #1 15 minutes Guided Reading Group #2 15 minutes Guided Reading Group #3 15 minutes

    22. Parallel Instructional Format (Multiple Teachers) Writing Workshop Conducted or Monitored by Teacher #1 Focus Lesson (LG) 10 minutes Status of the Class (LG) [Tailored more to remaining students’ need] 10 minutes SS Writing Time (LG – one group) 15 minutes Peer Conferencing (SG) 15 minutes Teacher Conferencing (SG) [Small Group #4] 15 minutes Preparation for Sharing (Individuals, Pairs, SG) 15 minutes Sharing (LG) 10 minutes Guided Reading Conducted by Teacher #2 Guided Reading Group #1 25 minutes Guided Reading Group #2 25 minutes Guided Reading Group #3 25 minutes

    23. Option Four Develop classroom structures that provides ongoing independent work that flows from classroom instruction. Example: Poetry Folder

    24. Poetry Folder Hard copy of poem Word cards based on vocabulary in the poem Word list based on the vocabulary in the poem Print-based project that extends the poem into new reading/writing forums

    25. Option Five Develop classroom structures for small group and independent inquiry as an ongoing alternative for engaging learners away from the teacher.

    26. Inquiry Resources Engaging Children’s Minds: The Project Approach (2nd Edition) by Katz and Chard (Ablex Publishing, 2000) The Project Approach (Book One and Book Two) by Sylvia Chard (Scholastic, 1994) The Power of Projects: Meeting Contemporary Challenges in Early Childhood Classrooms – Strategies and Solutions edited by Helms and Beneke (NAEYC, 2003) Young Investigators: The Project Approach in the Early Years by Helms and Katz (NAEYC, 2001)

    27. Lateral and General Enrichment 1. READ MORE COMPLEX, COMPLETE PARTS OF THE TEXT 2. READ RELATED WORKS (AUTHOR, GENRE, TOPIC, THEME) 3. RESEARCH BACKGROUND ON AUTHOR, TOPIC, THEME 4. WORK IN STUDY GROUP ON RELATED PROJECT 5. WORK INDEPENDENTLY ON RELATED PROJECT 6. TAPE RECORD TEXT AND RELATED WORKS FOR OTHERS 7. RELATED CHALLENGE ACTIVITIES 8. OTHERS... 1. COMPACT WHOLE CLASS TEXT-BASED INSTRUCTION 2. PROVIDE ACCESS TO OTHER RESOURCES 3. DEVELOP OPEN-ENDED PROJECTS WHICH ALLOW FOR CHOICE 4. ENCOURAGE LONG-TERM RESEARCH PROJECTS BASED ON LEARNER?S INTERESTS 5. INVOLVE LEARNER IN WORKING WITH OTHERS 6. OTHERS...

    28. Option Six Develop center-based infrastructures to facilitate meaningful independent work away from the teacher.

    29. Centers Listening Post Readers Theater Reading and Writing the Room Pocket Chart Big Book Working with Words Reading and Writing Corners

    30. Listening Center 1. Listen to the story on tape and follow along 2. Listen to the story on tape and read along 3. Listen to the story on tape and follow along again 4. Turn off the tape and read with a partner 5. Listen to the story on tape and read along again 6. Turn off the tape and read the story silently

    31. RETROSPECTIVE MISCUE ANALYSIS

    32. Readers Theater 1. Leader reads the story aloud 2. Everyone reads the story together 3. Leader reads the story aloud again 4. Everyone reads the story together again 5. Assign parts to everyone 6. Everyone practices their parts on their own 7. Everyone practices their parts together 8. Be ready to share

    33. WORD SCAVENGER HUNT NAME DATE PARTNER’S NAME I/WE READ (Suggestions: The morning news, a poem, a story, a word list) Find three words that begin with _______________________. Find three words that end with ________________________. Find three words that _______________________________. How well did you stay on task? How well did you and your partner work together?

    34. READ AND COUNT NAME DATE PARTNER’S NAME I/WE READ (Suggestions: Morning news, poem, story, a word list) How well did you stay on task? How well did you and your partner work together? How many sentences? How many words? How many vowels? How many consonants? How many capital letters? How many punctuation marks? How many ____________? What is the longest word? What is the shortest word?

    35. TALK-TO-YOURSELF CHART

    36. Final thought… The power of instruction away from the teacher should rival the power of instruction with the teacher.

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