1 / 23

Peer Assisted Learning Strategies

Peer Assisted Learning Strategies. Intervention is…. Focused instruction which is based on : A student’s response to instruction As measured by assessment data (the assessment can be formal or informal). What does intervention look like?.

rocco
Download Presentation

Peer Assisted Learning Strategies

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. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Peer Assisted Learning Strategies

  2. Intervention is… • Focused instruction which is based on: • A student’s response to instruction • As measured by assessment data (the assessment can be formal or informal)

  3. What does intervention look like? • Intervention is not a mini-comprehensive reading lesson: • Intervention: • Gives time for extra opportunities for mastery of concepts and skills • Group size is smaller • Focused on one or two areas of instruction

  4. Effective Intervention Design

  5. Time, Intensity and Instruction • Time: How much time? • Intensity: How many students in a group? • Instruction: What will be the focus of instruction?

  6. What is PALS? • A whole-class, tier II targeted intervention • Please read Overview Section

  7. Process • The key to this program is successfully teaching the routines. • Teachers will need to directly teach routines and new games/sounds/words • Continual reinforcement of correct procedures. • Students will work in pairs. • The teacher moves around the room spot-checking procedures and content.

  8. How do I set up PALS? • Scheduling • Pairing Students • Preparing Materials • Teaching Routines • Monitoring Students and Awarding Points

  9. Scheduling • Once Routines are established, PALS should … • Happens three days a week • K-PALS - 20 minutes for 20 weeks • PALS First Grade - 30 minutes for 16 weeks • You will need to carve out this precious chunk of time • Initial organization is the key to success!!!

  10. Pairing Students • Rank students in terms of reading skill • Divide the list in half • Pair strongest reader in top half with the strongest reader in the lower half • Continue this process until all students have a partner (KPALS 9, PALS 24)

  11. Pairing Coaches and Readers • Utilizing DIBELS ranking for Phoneme Segmentation (kinder) OR Nonsense Word (First) for Midyear. • Print your report • Cut at the midpoint • Pairs are then side-by-side • If the majority of your kinder class is proficient in or better in Phoneme Seg., follow the same procedure with the Nonsense Word Report

  12. Ideas for Management • Handling Absentees • Moving Students to and from Partners • Monitoring and Awarding Points • Triads • KPALS 9-11, PALS 24-27

  13. Important Details • The Coach corrects all errors immediately • Correction Procedure • The Reader must demonstrate mastery • Master before moving on! • The higher performing student is always the coach first! • Demonstrate your preference for positive and constructive behavior statements • Actively encourage positive interactions • KPALS 12, PALS 28

  14. Types of Lessons KPALS • Teacher Games ( 5 min) • Student Games (15 min) PALS • Sounds and Words (15 min) • Story Sharing (15 min)

  15. KPALS Teacher games • Introduce Letters (weeks 1-5, 7-10, 12-20) • Point to new letter in box, tell name, students repeat • Sound Blending (weeks 3-7) • Say word slowly, hold up finger for each sound, ask students “what word” • Last Sound (weeks 8-12) • Say word, ask “What is the last sound?’ • Segmenting Words (weeks 13-17) • Students learn how to say words slowly (sound by sound) holding up a finger for each word • Letter-Sound Correspondence (weeks 13-20) • Learn sound-symbol correspondences • Sounding Out Words (weeks 16-20) • Learn how to blend sound symbols to decode words

  16. KPALS Student Activities KPALS – pg 20 • Name Game (wks 1-20) • Played 2X, name letters, 3-4 minutes, Switch Roles • Rhyme Time (wks 1-5) • Paired pictures, Rhyme ID, 3-4 minutes, Switch Roles • First Sound (wks 1-10) • Pictures, Initial Sound ID, 3-4 minutes, Switch Roles • Say the Word (wks 6-15) • Pictures, Phoneme Blending, 3-4 minutes, DO NOT Switch Roles • Last Sound (wks 11-20) • Pictures, Final Sound ID, 3-4 minutes, Switch Roles • Stretch It (wks 16-20) • Pictures, Phoneme Segmentation, 3-4 minutes, Switch Roles Each Game is worth 5 points!

  17. KPALS Student Games

  18. PALS Student Activities – Sounds and words (pg 10-22) New sound and word is introduced by teacher, then pairs start (15 min)… • Letter Sounds • Coach points, reader names sound • Hearing Sounds • Coach reads word, reader stretches it • Sounding Out • Coach prompts, reader sounds out word slowly and then reads it • Sentences and Stories • Before reading sentences/stories, coach direct reader to practice sight words – “Read It” • Then coach prompts read to read sentences/stories Each Game is worth 5 points! Students Complete Entire Sheet before Switching Roles!

  19. PALS Student Activities – Story Sharing (pg 10-22) Using books from the coach’s book bags, students read in pairs (15 min)… • Pretend-Read • Picture walk, coach prompts reader to predict story from pictures, 2 minutes • Read Aloud • Coach reads a sentence, reader reads the same sentence, Pairs complete this routine 2X, 12 minutes • If Pair is done before 12 minutes has passed, switch roles and reader reads each sentence first (can be a book from reader’s book bag) • Retell • Coach prompts “What did you learn first?”, “What did you learn next?”, etc, 1 minute Each Reading o f the story is worth 5 points!

  20. Correction Proceedures • TELL • Coach tells reader correct response • “That letter’s sound is /sss/.” • ASK • Coach asks reader to repeat correct response • “What sound?” • START AGAIN • Coach asks reader to repeat the row again (correctly) • “Start again.”

  21. Starting Points • KPALS – All students start at same place • PALS – Two entry points • Game Sheet 4 • Game Sheet 15 • Based on Sounds and Words placement test (in Teacher’s Materials)

  22. Start by teaching Routines • Student Training Lessons • KPALS starts on page 25 • Focused on roles of coach and reader, earning and marking points, KPALS rules, and partner behavior • PALS Starts on page 31 • First Lessons focused on roles of coach and reader, earning and marking points, KPALS rules, and partner behavior • Next lessons focused on Story Sharing Routine and Sounds and Words Activity

  23. How will I know if PALS is working? • Through careful analysis of … • My progress monitoring data • Student reading in guided reading and conferences • Student writing samples • Observation of partnerships

More Related