Where we have been

1. Where we have been

2. Review of Tier 1 • As we work to develop more intensive systems for our struggling students we assume • You are working on your core • You are working on your screening assessment system • You are looking at schoolwide data

3. Without a strong core the systems you will begin to create over the next few days will be overwhelmed.

4. Where we are going

5. Small Group Instruction

6. Why are we here? • Most of the interventions are delivered in small group setting – we should discuss that delivery model! • Learn about instruction of students in the small group setting. • Learn about what research tells us about the key components of reading • Explicit about my instruction • Eliminates confusion about why we are here • Gives you a road map for where we are going

7. Expectations • Demonstrate good audience skills • Silence cell phones • Hold side conversations out of ear shot of others • Engage in active listening • Participate in partner discussions • Take notes to track your thinking • If you need a break, take one • Complete the evaluation/formative assessment at the back of the packet • Explicit about my instruction • Clear expectations reduce confusion • I assume you know all these things

8. “But I’m not delivering small group instruction. . . .” • As leaders you will need to train others on small group instruction. • As coaches you will need to show others how to deliver small group instruction. • As observers you will need to determine if small group instruction is delivered well • As teachers you will need to deliver and talk with your peers about small group instruction.

9. “Simply placing students in small or more homogenous group is not enough. For grouping to be maximally effective materials and teaching must be varied and made appropriately challenging to accommodate the needs of students at their different levels of ability.” ~John Hattie, Visible Learning, 2009, p. 95

10. “Simply placing students in small or more homogenous group is not enough. For grouping to be maximally effective materials and teaching must be varied and made appropriately challenging to accommodate the needs of students at their different levels of ability.” ~John Hattie, Visible Learning, 2009, p. 95

11. Definition of Small Group • size of each group (e.g., 3-5 for struggling readers, 5-7 for other students, etc.) • number of days per week each group attends the Teacher-Led Center • number of minutes per day • content and level of the lesson (i.e. area(s) of reading skill and level of instruction) • type of lesson structure for each group (i.e., Skills-Focused Lesson or Guided Reading)

12. Types of Small Group Instruction Guided Reading Skill Focused Lessons “explicit re-teaching of both knowledge elements and skills, as well as extended opportunities to practice the application of these skills in a variety of contexts ranging from individual words, to phrases, to sentences, to connected text.” (Kosanovich, p.4) • Guided Reading is a context in which a teacher supports each reader’s development of effective strategies for processing novel texts at increasingly challenging levels of difficulty” (Fountas & Pinnell, 1996, p. 3).

13. Guided Reading Skill Focused Lessons “explicit re-teaching of both knowledge elements and skills, as well as extended opportunities to practice the application of these skills in a variety of contexts ranging from individual words, to phrases, to sentences, to connected text.” (Kosanovich, p.4) • Guided Reading is a context in which a teacher supports each reader’s development of effective strategies for processing novel texts at increasingly challenging levels of difficulty” (Fountas & Pinnell, 1996, p. 3).

14. Systematic Instruction • Clear expectations about what is to be learned • Clarity of presentation • Multiple opportunities for student responses • Active monitoring of responses • Frequent evaluation and feedback Christenson, 1989

15. Clear expectations about what is to be learned

16. Clear expectations about what is to be learned • Gain student’s attention • State the goal of the lesson • “Why do we have to learn this?” • Convey the skill’s relevance in the larger context

17. Behavior Expectations • Promote safety and a positive learning environment • Keep rules short and simple • State in the positive • Give example and non-examples • Review rules regularly • Looks like/sounds like chart

18. Be Respectful What it looks like What it sounds like Use kind words Use a quiet voice • Keep your eyes are on the teacher, partner or the text • Follow directions • Honor other people’s things and feelings • Wait for your turn example

19. Tally marks • Each student has a post it • One side for behavior • Other side for individual responses • Great for communication with classroom teacher • Can tie to PBIS plan Steven

21. Behavior Expectations What we expect = What we get

22. Do you have clear routines for… • Cues for attention • Cues for stop! • How to get help? • How to use computers? • What to do in fire drill? • When you have not yet arrived at the learning space? • When the instructor is absent? • How to enter the learning space? • How to exit the learning space? • Use the bathroom? • Get a drink? • Having no pencil? • Sharpen a pencil? • Use a binder or folder • What to bring?

23. Talk to a neighbor • Which type of small group instruction is happening in your schools, guided reading and/or skill focus lessons? • How are the behavioral expectations set?

24. Clarity of presentation

25. Clarity of presentation • Modeling or demonstrating the skill (I do it) • Providing prompted or guided practice (we do it) • Providing structured partnership (y’all do it) • Providing unprompted practice (you do it)

26. I do it • Demonstrating and describing what is being done • Think alouds • Be clear, consistent, and concise • Provide several models • Involve students in the model

27. We do it • Guided practice is provided through the use of prompts • Directions, clues, cues or reminders • Physical, verbal, visual • Prompts are gradually withdrawn • Telling Asking Reminding

28. Y’all do it • Partners practice the skill together • Partners are taught to prompt • “Would you like help or time?”

29. You Do It • Independent work consists of the same task used during instruction • Initial attempt at independent practice • Provides a chance for constructive feedback • Formative assessment • Assessment that changes our instruction

30. Multiple opportunities for student responses

31. Multiple opportunities for students to practice • Provides more than one opportunity to practice each new skill • Provides opportunities for practice after each step in instruction • Elicits group responses when feasible • Provides extra practice based on accuracy of student responses Carrie Thomas Beck, Ph. D. Oregon Reading First Center

32. By giving a response students are retrieving, rehearsing and practicing what has been taught.

33. Drill and Practice vs. Drill and Kill Drill and Skill! Drill and Thrill! Repetition with joy

34. Active monitoring of responses

35. Active monitoring of responses • Listening for responses • Watch and listen to a child each turn • Listen-in to partner responses • Read written responses • Record keeping

36. Record keeping

37. Record keeping

38. Frequent evaluation and feedback

39. Feedback • Teachers provide to students • Students provide to teachers • What students know • What they understand • Where they make errors • When they have misconceptions • When they are not engaged • Hattie, 2009 Not in handouts

40. Frequent evaluation and feedback • Feedback will help close the gap between current response and desired response. • Remain positive • Focus on the correct response not the incorrect response

41. Corrective Feedback • Provides affirmations for correct responses • Promptly corrects errors with provision of correct model • Limits corrective feedback language to the task at hand • Ensures mastery of all students before moving on Carrie Thomas Beck, Ph. D. Oregon Reading First Center

42. Corrective Feedback • Affirmations √ Go beyond a simple “yes,” “good job” or “that’s right.” √ Be specific! “Yes, /aaaaaa/.” “Yes, that word is goat.” “Right, the fox was trying to come up with a plan to trick the rabbit.” Carrie Thomas Beck, Ph. D. Oregon Reading First Center

43. Corrective Feedback Part Firming Paradigm: • Tell the answer. • Repeat the task. • Repeat the part. • Go on to the next part. • Go back to the beginning of the exercise if you had to firm more than one part. Carrie Thomas Beck, Ph. D. Oregon Reading First Center

44. Corrective Feedback Practice does not make perfect. Perfect practice makes perfect.

45. Talk to a neighbor • How would you describe the small group instruction currently occurring in your schools? • How can you take this structure back to your schools?

46. Overview of the “Big 5” Tara Black & Dean Richards OrRTI Cadre 7 Training

47. Phonemic Awareness • Word comparison • Rhyming Which words rhyme? pail, tail or cow, pig? • Sentence segmentation The cat is fat. How many words do you hear? • Syllable segmentation and blending Clap the syllables in these words: bat, batter, airplane, table, porcupine

48. Phonemic Awareness • Onsets and rimes The first part of cat is /c/; last part of win is /in/) • Phoneme segmentation How many sounds are in cat? • Phoneme addition, deletion and manipulation Listen to the word, bat; drop the /b/ add replace with /c/ what’s the word?

49. Phonics • Letter sounds • VC and CVC • Consonant Digraphs • CVCC and CCVC • Silent E

50. Phonics • R-control vowels • Advanced consonants (i.e.,-tch, kn, soft c & g) • Vowel Teams • Multi-syllable words • Prefixes and suffixes