Managing Small Group Instruction to Ensure Successful Readers

1. Managing Small Group Instruction to Ensure Successful Readers Kristi L. Santi, Ph.D. The University of Texas – Houston Center for Academic and Reading Skills Kristi.L.Santi@uth.tmc.edu http://cars.uth.tmc.edu

2. Objectives • Components of Effective Reading • Overview of Differentiated Instruction • Establishing Routines • Grouping Procedures • Work Stations

3. Activation Profiles during Word Reading of Older Children

4. Right Left Before Intervention After Intervention

5. Reading Time Whole-Group Reading Instruction Small-Group Instruction – Same Ability Collaborative Groups Pairs/Partners Work Station Routines Whole-Group Review Peer-Assisted Reading

6. Teacher Training Curriculum Aligned with Assessment A key to a successful prevention and intervention model resides in good teacher training. Curriculum content must be based on assessment objectives. Student Success Features of Effective Instruction A Reading Model for Prevention and Intervention Assessing student progress, using assessment data to design instruction, and using a variety of grouping practices are necessary to meet instructional needs.

7. Decisions Based on Data Differentiated Instruction Components of Effective Reading Instruction Assess Student Progress

8. Assessing Student Progress First Step • Collect assessment data at the beginning of the year. Key to Success • Monitor progress by collecting assessment data frequently across the year.

9. Purpose of Assessment Identifies need for support 1. Screening Validates need for Instructional support 2. Diagnostic Guides classroom Instruction and support 3. Progress Monitoring Determines student progress toward benchmarks

10. Why Assessment? Knowing why a student is struggling is key to knowing how to help them. David Tilly 2006

11. Teaching the Test • When testing, teachers should view the assessment as a tool to assist with instructional planning. • Gains made by “teaching the test” • are not “ability” gains • will not predict to other outcomes • will not generalize to other tests measuring the same ability • Inferences about test scores will be invalid

12. Identify Need with SBRR Assessment Implement Plan Instructional Support Progress Monitoring Review Plan based on Progress Linking SBRR Assessments to Instruction

13. The Reading Pillar Skilled Reading Comprehension Speed and ease of reading text Conceptual Knowledge/vocabulary Strategic processing of text Fluency Word Recognition Print Awareness & Letter Knowledge Motivation to Read Oral Language including Phonological Awareness Decoding using alphabetic principal Decoding using other cues Sight Recognition Emergent Reading

14. Assess Student Progress Differentiated Instruction Reading Instruction Components of Effective Decisions Based on Data

15. Data-Based Decision Making • Planning the content of daily instruction based on frequent, ongoing assessment data • Grouping and regrouping students based on shared needs observed from data

16. Matching Text to Readers • Instructional and independent levels are based on an individual student’s reading ability • What instructional and independence for one student may not be instructional or independence for another student in the same classroom

17. Assess Student Progress Decisions Based on Data Differentiated Instruction Components of Effective Reading Instruction

18. Why Differentiate Instruction? The range of reading ability in a typical classroom is about five years and is more academically diverse than anytime in history. Kameenui & Carnine, 1998; Mathes, Torgesen, Menchetti, Santi, Nicholas, Robinson, & Grek, 2003

19. Instructional Context forDifferent Learners • During typical reading instruction, students spend 70% of their time passively watching and listening to others. • Students spend only a small fraction of their time reading. • Poorest readers typically receive the least reading instruction. O’Sullivan, Yssledyke, Christensen, & Thurlow, 1990; Grek, 2000; Vaughn, Moody, & Schumm, 1998; Allington & McGill-Franzen, 1989; Stanovich, 1986

20. Concept of Definition Map What is it? Nonexamples: Examples: Differentiated Instruction What is it like?

21. Concept of Definition Map • With your partner, write your own definition of differentiated instruction. • Brainstorm examples of how a teacher might differentiated instruction. • Brainstorm examples that do NOT depict differentiated instruction. • Identify synonyms that describe what differentiated instruction is like.

22. Concept of Definition Map What is it? Examples: Nonexamples: Teaching students according to their individual needs. Teaching targeted small groups Flexible grouping patterns Using assessment data to plan instruction Matching text level to student ability Independent projects tailored to student ability Whole class instruction Small groups that never change (tracking) All students reading same text Same independent seatwork assignments to entire class Differentiated Instruction What is it like? • Data-based instruction • Individualized instruction • Scaffolding

23. What isDifferentiated Instruction? • Varying instructions to meet the needs of all students within the same classroom • Taking students where they are and moving them forward • Flexibly grouping and regrouping students according to shared needs and abilities

24. The Academic Continuum

25. Differentiation = Acceleration • If students leave third grade behind on reading they probably will never catch up. • Reading progress is accelerated when reading instruction is matched to the student’s needs. Torgesen & Mathes, 1998; Juel 1988; Torgesen & Burgess, 1998

26. The most effective learning arrangements increase academic engagement.

27. Frequent monitoring Nonverbal signals Use of routines Models routines first Frequent positive interactions (4 to 1 ratio) Reinforce student accomplishments Effective Classroom Management Factors

28. Develop a Classroom Plan for Differentiated Instruction • Routines are the key to sanity. • Arrangement of the classroom. • Time Allocation. • Scheduling.

29. Establishing Routines • Rules for Centers • Moving to centers • Asking for help • Being accountable • Activities • Previously learned • Academically engaging

30. Moving to Centers • At the beginning of the year practice the routine of moving with the students • Role play how to ask for help • Three before me • Exit slips • Students complete a half sheet of paper that contains a rubric for self-evaluation • Attach to completed work

31. Activities • All activities should be previously learned • Use new words for word sort • Extend word activities into writing activities • Academically engaging • As much fun as cutting out boots and pasting on glitter might be to the students, it is not instructionally relevant.

32. Other Guidelines • Make literacy stations an important part of learning each day – not something to do when everything is finished. • Have no more than two or three “work stations.” • Stations are always the same!!!!!! • Less is more!!!!! • Don’t have to be cute, just well thought out.

33. Instructional Delivery • Well organized • Task oriented • Explicit • Reduces practice of errors • Demonstration, guided practice with prompts, and feedback

34. Instructional Delivery • Classroom is well organized. • Desks are arranged so that all students are in the teacher's instructional zone. • Instruction is explicit (no guess work). Students know what and why. • Allstudents are being engaged in instruction. • No students are on the peripheral only marginally participating. • No students are sitting alone confused. • No student has been “ written off.”

35. Time Matters This means: • Allocating more time to reading is only a first step. • Carefully choosing instructional materials and activities based on what research suggests is most effective. • Reducing down time and related activities time.

36. Daily Time Allocation

37. Engaged Time Critical Factor Time students actually spend performing an academic task Students are sitting alone doing things they don’t understand Increasing Engagement Doesn’t have to be cute! Unison responses Partner Activities Peer Tutoring Cooperative Learning Focus on Academics

38. Demonstration

40. George Jeffrey Jeffrey Charles All LIS All NA S1 David George George David Elmer All SD All SD Charles Charles James James Alex Alex Alex Alex David David Rob Rob Rob Rob Angelina Elmer Elmer Peter Pat Pat Pat Jeffrey Hank 28 - 1 Jeffrey 2 out of 5 D 1 out of 4 D Paris Peter 26 - 1 Charles Sam Paris 28 - 1 James Peter Hank All INS Peter Sam 31 - 1 James Sam Pat Jane Angelina 33 - 3 Paris George 3 – 4 out of 5 D Angelina 2 out of 4 D Hank Claire 52 - 1 Elmer Sam Claire Abby 48 - 4 Angelina Ralph Paris Ralph Jane 65 - 5 All IND Ralph All D Jane All D Jane Claire Ralph 70 - 5 Claire Abby Hank Abby Wendy 92 - 5 Abby Bud Bud Bud Bud 122 - 5 Wendy Wendy Wendy

41. David Basic PA and GK Skills, Listening Comprehension Alex Rob Pat Charles Jeffrey Blending, Word Building & Comprehension James Elmer George Peter * Angelina Needs PA Claire Fluency & Reading Comprehension Abby Sam Hank, Paris Ralph Enrichment: Comprehension & Vocabulary Bud Wendy Jane

42. Grouping Patterns Teachers who get the best outcomes use multiple grouping patterns to accommodate student’s academic diversity. • Whole Group • Small Group • Peer pairing • Cooperative projects Dependent on the the activity and student ability Eye on increasing active engagement.

43. Grouping Practices

44. Daily Small Group Lessons • Can include multiple tracks. • Each track will be visited for only a brief time. • Amount of new information should be reduced. • Most of each lesson should be review and generalization.

45. Grouping Students Cumulative Daily Review Book and Print Awareness Phonemic Awareness Word Study Fluency Vocabulary Comprehension Spelling Writing IAG provides over 100 pages of research based activities

46. IAG Continuum Phonemic Awareness Skills in Order of Difficulty IAG Activities Rhyming and alliteration 4.7 Listed from top to 4.9 bottom in order of 4.6 difficulty. 4.11 4.10 4.8 Onset-rime blending 4.15, 4.16, 4.17 Listed left to right-comparable

47. Easy: Green - Letter-Sound Correspondence Less Easy: Blue - Onset-Rime Blending - Phoneme Comparison LessDifficult: Red - Phoneme Blending - Elision - Phoneme Segmentation Difficult: Orange - Chunking IAG ContinuumWordStudy – Graphophonemic Knowledge IAG ACTIVITIES 5.16 (letter-soundcorrespondence)5.19 (onset-rime blending)

48. 4.9 The Ship is loaded With… Have students sit in a circle and make sure you have something to toss. To begin the game say, The ship is loaded with cheese. Then toss the (bean bag) to someone else in the circle. The person must make a rhyme from the sentence. Example: The ship is loaded with peas. (fleas, trees, bees, etc.)

50. IAG Activities (Phonemic Awareness) 4.7 4.9 4.6 4.11 4.10 4.8 1: Basic Skills 4.12 5.33 A 1-4 4.15, 4.16, 4.17 4.9, 4.12, 4.15 IAG Continuum and Teacher Lesson Planning Sheet 2. 1. 3.