diller spotlight vg:0365 viewing guide.qxd.qxd - stenhouse

WORKSHOP GUIDE

Diller Spotlight VG:0365 viewing guide.qxd 1/14/2008 10:36 AM

Stenhouse Publisherswww.stenhouse.comCopyright @ 2008 by Stenhouse Publishers

All rights reserved. This guide may be photocopied for staff development useonly.

Making the Most of Small Groups: Differentiation for All (2007) is available atwww.stenhouse.com, along with Debbie Diller’s other books, Literacy WorkStations (2003) and Practice with Purpose (2005).

The books featured in the video, United States Symbols by Ellen Garin and Damonand Darren by Lena Everly, were used with the permission of Zaner-Bloser.

ContentsIntroduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .3Vocabulary Small Group . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .3

Questions for Discussion . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .4Workshop and Classroom Extensions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .4Further Reading . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .5

Inferring Small Group . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .5Questions for Discussion . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .6Workshop and Classroom Extensions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .6Further Reading . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .7

Figure 1: Creating Predictable Small-Group Routines . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .8Figure 2: Blank Vocabulary Small Group Planning Form . . . . . . . . . . . . . . . . . . . . . . . . . . . . .11Figure 3: Sample Vocabulary Small Group Planning Form . . . . . . . . . . . . . . . . . . . . . . . . . . .12Figure 4: Lisa’s Observation Notes from the Vocabulary Group . . . . . . . . . . . . . . . . . . . .13Figure 5: Inferring Anchor Chart . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .15Figure 6: Bookmark Templates . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .16Figure 7: Samples of Students’ Inferring Bookmarks . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .18Figure 8: Blank Comprehension Small Group Planning Form (for

inferring or other comprehension strategies) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .19Figure 9: Sample Inferring Small Group Planning Form . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .20Figure 10: Lisa’s Observation Notes from the Inferring Group . . . . . . . . . . . . . . . . . . . . . .21Figure 11: How to Choose a Lesson Focus . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .23Figure 12: Blank Lesson Planning Form (for any lesson focus) . . . . . . . . . . . . . . . . . . . . . .24Figure 13: Suggested Sequence for Small Groups, Grades 3–6 . . . . . . . . . . . . . . . . .25


IntroductionSpotlight on Small Groups was taped during a morning readingworkshop in Lisa Gregory’s third-grade classroom in Houston,Texas. The population of this classroom is 100 percent HispanicEnglish language learners.

In this DVD, Debbie leads two small groups—one focusedon vocabulary, the other on inferring—and with Lisa Gregoryreflects about the teaching and learning of the students after eachgroup. Debbie Diller is a consultant and the author of threebooks, including Making the Most of Small Groups (Stenhouse,2006). You will notice in the video that Debbie has her left arm ina cast—she was recovering from a biking accident.

This guide is designed to help you maximize learning fromthe videos in workshop settings. Included are helpful hints forworkshop coordinators, questions to guide viewing and discus-sion, and suggestions for implementing ideas from the videos inclassrooms.

Vocabulary Small GroupThis small group, focused on vocabulary, uses the book UnitedStates Symbols by Ellen Garin, from Zaner-Bloser LiteracyGuided Reading Leveled Books: Social Studies, Level M. Debbieintroduces students to the concept of symbols, and viewers see atypical format for a small group:1. Before Reading

Book Introduction and Lesson Focus2. During Reading

Individual Reading and Teacher ConferringGroup Check-In

3. After ReadingGroup DiscussionTeaching Point(s)

Workshop Guide 3


Questions for Discussion

• What is the purpose of the highlighter tape in the lesson?What tools do you provide to students in small groups? • How is discussion of the word symbol helpful in a smallgroup focused on vocabulary? Why do you think Debbie choseto highlight this word?• What is Debbie’s role in the conferences during reading?How does she distribute her time during the conferring period?• Why do you think Debbie has a small-group check-inbefore additional reading and conferring with students?• How do the students’ levels of knowing the word symbolchange throughout the lesson? (See the list of levels of knowingon page 140 in Making the Most of Small Groups.)• How does Debbie vary her level of support throughout thelesson?• What task does Debbie leave students with at the end of thesmall-group session? What follow-up might be appropriate inthe coming days and weeks?• Notice how Debbie and Lisa discuss both small-group pro-cedures and individual students in the debrief session. Whatadjustments does Lisa make to her teaching plans based onwhat she has observed?

Workshop and Classroom Extensions

1. Distribute copies of Figure 1, the excerpt from Making theMost of Small Groups titled “Creating Predictable Small-GroupRoutines.” Read silently and then discuss as a group the corestructures of small groups. Discuss what is working well forparticipants in their small-group instruction and what theywould like to improve over the coming weeks and months.

2. Distribute highlighter tape and some short text with difficultvocabulary in it. You might pull a research article from a sciencetext or technical journal. Have everyone silently mark difficultvocabulary with the highlighter tape and then discuss the

4 SPOTLIGHT ON SMALL GROUPS


insights they gained about teaching vocabulary with studentsbased on their experience. Give everyone highlighter tape touse with students during small-group in their own classroomsand then come back for a follow-up session to discuss how thegroups went.

3. Distribute copies of Figure 2, the Blank Vocabulary SmallGroup Planning Form, and Figure 3, the Sample VocabularySmall Group Planning Form. Have everyone brainstorm whichstudents in their own classrooms they might put in a smallgroup focused on vocabulary. Discuss why they made thosechoices. Display multiple copies of different books from yourschool library or book room and talk in small groups aboutwhich sets might be most useful in a small group with a vocab-ulary focus and why. When choosing a book, be sure all stu-dents in the small group will be able to read it. Pick a book withsome new words, but not so many that students will lose mean-ing.

4. Distribute copies of Figure 4, Lisa’s Observation Notes fromthe Vocabulary Group. Have everyone bring in copies of theiranecdotal notes on their own classrooms and talk throughstrategies for taking notes in efficient, thoughtful ways.

Further Reading

Chapter 8, “Vocabulary,” in Making the Most of Small Groups

Inferring Small GroupLearning to infer from texts and understanding how inferringworks is a complex issue for many students. In this smallgroup, Debbie takes children through the process of definingthe concept of inferring and then testing it out by reading thebook Damon and Darren by Lena Everly, from Zaner-BloserLiteracy Guided Reading Leveled Books: Chapter Books, Level M.

Workshop Guide 5


Questions for Discussion

• How does Debbie build on students’ prior experience andLisa’s classroom lessons to define inferring?• Why is it important to define and discuss a technical termlike inferring with students?• Why do you think Debbie selected this particular text touse with students? How is it well-suited to a discussion ofinferring?• How is the inferring bookmark an aid to comprehensionfor students?• What is Debbie’s role in the conferences with students dur-ing reading? How do her questions help students go moredeeply into the text?• What is the purpose of the inferring anchor chart? Howdoes Debbie use the chart to reinforce the concept of inferring?• Debbie and Lisa talk about the importance of modeling theuse of aids like the bookmark. How do you reinforce the use ofthese comprehension aids in small group, whole class, andindividual conference settings?

Workshop and Classroom Extensions

1. Distribute copies of Figure 5, the Inferring Anchor Chart, andask everyone to bring in copies of anchor charts or visual aidsthey use during small groups. Have an idea exchange, witheveryone jotting down notes and plans for how they might tryout at least one of the anchor charts in their own classrooms.Reinforce the importance of creating these charts with studentsduring whole-group lessons prior to teaching with them insmall groups.

2. Distribute copies of the blank inferring bookmark you’veprepared in advance using the inferring bookmark template inFigure 6. (Templates for other comprehension strategies arealso included in Figure 6 for your classroom use.) You mightalso make and distribute copies of the inferring bookmarks



completed by the children (Figure 7). Talk together about howyou might introduce the bookmark in a whole-group and/orsmall-group setting and how the bookmark might be adaptedfor older or younger students.

3. Distribute copies of Figure 8, the Blank Comprehension SmallGroup Planning Form, and Figure 9, the Sample Inferring SmallGroup Planning Form. (Inferring is just one of the comprehen-sion strategies listed on the blank form; you can use it to planinstruction in any of the comprehension strategies.) Haveeveryone discuss which of their own students they might placein a small group focused on inferring and why. Discuss chil-dren’s books you have multiple copies of that are especially use-ful for teaching students about inferring.

4. Distribute copies of Figure 10, Lisa’s Observation Notes fromthe Inferring Group. Discuss how Lisa and Debbie use the notesto guide their debrief session and then discuss ways these notescould be integrated with other standardized assessment data inplanning for groups.

5. Ask participants to bring in assessment data for theirclasses—this might be standardized protocols required of allstudents, anecdotal records, or some mix of both. DistributeFigure 11, How to Choose a Lesson Focus, and multiple copiesof Figure 12, the Blank Lesson Planning Form. Have everyonein the group pore over their assessment data together and plantwo to three different small groups for each participant’s class.Conduct a follow-up meeting a week later where participantsreturn with their notes from their small groups to share how thesessions went.

Further Reading

Chapter 4, “Comprehension,” in Making the Most of Small Groups

Workshop Guide 7



Creating Predictable Small-Group Routinesby Debbie Diller

Small groups follow a predictable structure in my teaching. The fol-lowing are the elements I include in all small-groups reading lessons. Asummary of this sequence can be found in Figure 13, Suggested Sequencefor Small Groups. You might keep a copy of Figure 13 in your lesson plan-ning notebook.

Before Reading

A short book introduction helps students to be successful in theirreading. I always read the title with them and have them use their back-ground knowledge to consider and then share what they think the bookwill be about. I give them a brief summary of the book (rather like theback cover or the inside flap of a book you might read as an adult), and Itell them anything they need to know about how the book works. Forexample, if it’s nonfiction, we’ll look briefly at the headings, captions, anddiagrams, and I’ll remind them to read these too.

I set a specific purpose for reading to help them home in and compre-hend deeply. This takes only seconds to do and helps children focus onthinking as they read. In the vocabulary lesson, I told students to read tofind out about United States symbols. As we read the title, they realizedsymbol was a new word. After discussing this word briefly, students werenow ready to start reading and thinking about what this new wordmeant.

Likewise, in the inferring lesson, I asked kids to read to find out whatthey could infer about the main characters, Damon and Darren. Ireminded them to use what they already know about identical twins (andpeople in general) and combine this with what the text says. To furtherhelp them focus, I had them write down their inferences on a specialbookmark along with the page number where they made the inference.

Finally, I remind kids what I expect to see them try as readers thatday. This should link to my focus. Because I wanted students to payattention to new vocabulary in one lesson, I gave them highlighter tapeand showed them how to use it to mark new words as they read. We alsodiscussed how to read before and after the word and look at the picturesfor clues about the word’s meaning.

In the inferring lesson, we made an anchor chart together and lookedat an old anchor chart as well. I wanted to be sure students knew what itmeant to infer. Before they began reading, I reminded them to take whatthey already knew and combine it with what the book says in order to

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infer and think more deeply about the characters. Again, I do thisbriefly. I want students to have some time to read and apply this strategy(with support as needed).

I plan ahead for early finishers and tell kids before they start to readwhat I want them to do if they finish early. I often tell them they can goback and reread. Or I might have them jot down something in particularon sticky notes—new words they found, connections, questions they hadwhile reading, and so forth.

I recommend keeping book introductions short and focused. Less ismore. Let the kids talk more than you in the intro. Have them share theirideas about the book, but don’t let the time get away from you. If theystart trying to tell you a long story, you could gently ask them to writeabout that during writing workshop that day, and then move on with thelesson. You might want to use a timer and set it for twenty minutes foryour small-group lesson. If ten minutes have passed and you’re stillintroducing the book, it’s probably time to give it up and move into theduring-reading portion. Make sure kids have enough time to do someactual reading during your lesson.

During Reading

You’ll want your students to read as independently as possible.They should not be doing round-robin reading. This is not considered abest practice. When round-robin reading, students don’t get enoughreading practice; they are not developing reading comprehension (it’sjust listening comprehension since they’re taking turns and listening toeach other); and it’s boring—for you and for them. Instead, have themread at their own pace, not chorally, but independent of each other. Ifthey start to choral read, you can stagger their starting time by a few sec-onds, you can have every other child turn his or her chair to face awayfrom the table, or you can simply stand between two choral readers tobreak them up by asking one to reread to you.

Kids who are reading at the second-grade level or higher can learnhow to read silently during this time. I simply tap them on the shoulderand ask them to very quietly read to me so I can hear how their readingsounds. This allows me to check on their decoding and fluency. Afterlistening to a child read a bit, I ask him to tell me about what he’s read sofar. This is a great way to check for comprehension.

While listening to each individual read a little (not more than aminute or so), I am sure to have a short conversation with her. If a childgets stuck, you may be tempted to give her the word, but don’t do thisimmediately. Instead, prompt the child –– say something to try to get

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her to solve the problem or do the work. During reading, you may want to write a short note about a skill or

strategy you noticed a child use that day.

After Reading

When planning a lesson, I jot down a few questions I want to askafter kids finish reading. One question is always connected to the pur-pose I set before the kids read. For example, in the vocabulary lesson, Itold the group to read to find out about United States symbols and tofind new words. After they read, I asked what they found out aboutAmerican symbols. Then I questioned them to get a deeper understand-ing of the new words they found. I asked, “Did you mark the wordcolony? What does colony mean? What do you know about colonies? Whydid those people come to the United States? What did you thinkParliament means?”

In the inferring lesson, I asked the group what they learned aboutthe characters Damon and Darren. To move their thinking deeper, Ihelped them clarify if the information was right there in the book or ifthey inferred it. I asked probing questions such as, “What else did youfind out?” “Did it say that in the book?” “How did you figure that out?”“How did you infer that?” and “What do you think?”

I’m often asked how to get kids to think when they’re reading. Myanswer is, “Expect it, and ask good questions.” I try not to ask yes-or-noquestions. No deeper comprehension required there. Instead, I useBloom’s taxonomy and ask higher-level-thinking questions.

After students discuss what they read, I end the lesson by referringto my focus. I point out (or have them share) what they did as goodreaders, such as using highlighter tape to stop and pay attention to newwords and reading before and after a word to figure out its meaning.Then I remind them to keep doing this next time they read, even if theydon’t have highlighter tape. Likewise, in the inferring lesson, we talkedabout what they did differently as they read and thought more deeplyabout the characters. I was honest with them and told them inferring ishard and would take lots of practice. They know we’ll continue workingwith this strategy for a while.

As students leave my small-group table, I like to take a minute to jotdown a quick reflection of how the lesson went (so I won’t forget by theend of the next lesson or by the end of the day). I use any notes I took tohelp me plan for the next lesson. Odds are, I’ll repeat the focus of my les-son several times in a row. Practice makes permanent.


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Workshop Guide 11

Figure 2: Blank Vocabulary Small Group Planning Form

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Figure 3: Sample Vocabulary Small Group Planning Form

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Workshop Guide 13

Figure 4: Lisa’s Observation Notes from the Vocabulary Group

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Figure 4 (continued)


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Figure 5: Inferring Anchor Chart



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Figure 6: Bookmark Templates


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Figure 7: Samples of Students’ Inferring Bookmarks

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Workshop Guide 19

Figure 8: Blank Comprehension Small Group Planning Form

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Figure 9: Sample Inferring Small Group Planning Form

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Workshop Guide 21

Figure 10: Lisa’s Observation Notes from the Inferring Group

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Workshop Guide 23

Figure 11: How to Choose a Lesson Focus

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Figure 12: Blank Lesson Planning Form (for any lesson focus)

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Book

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Workshop Guide 25

Figure 13: Suggested Sequence for Small Groups, Grades 3-6St

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B E F O R E R E A D I N G

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read

new

boo

kin

divi

dual

ly w

ith su

ppor

tfr

om te

ache

r as n

eede

d(n

ot ro

und

robi

n re

adin

g).

Che

ck-In

Hol

d a

brie

f dis

cuss

ion

with

the

grou

p to

be

sure

kid

sun

ders

tand

wha

t the

y’ve

read

so fa

r.

Phon

ics,

Flue

ncy,

Com

preh

ensi

on a

ndVo

cabu

lary

•A

sses

smen

t and

pro

mpt

-in

g of

abo

ve

Com

preh

ensi

on

•A

sses

smen

t of r

eadi

ngco

mpr

ehen

sion

and

use

of sk

ills/

stra

tegy

(rel

ated

to le

sson

focu

s)

•R

ead

quie

tly o

n th

eir o

wn

and

appl

y re

adin

g sk

ills

and

stra

tegi

es re

late

d to

the

less

on fo

cus

•Tr

y to

solv

e pr

oble

ms a

sin

depe

nden

tly a

s pos

sibl

e•

May

resp

ond

to te

xt w

ithst

icky

not

es, b

ookm

arks

,.o

r rer

eadi

ng (

depe

nds

on re

adin

g le

vel)

•D

iscu

ss w

hat t

hey’

vere

ad so

far

•Sh

are w

hat s

kills

/stra

tegi

esth

ey tr

ied

(rel

ated

to le

s-so

n fo

cus)

•Li

sten

s in

and

obse

rves

kids

one

or t

wo

at a

tim

e•

Prom

pts a

s nee

ded

ifch

ild is

stuc

k, b

ut n

ot to

fix e

very

err

or•

Brie

fly te

ache

s as n

eede

d•

Not

es d

ecod

ing,

flue

ncy,

and

com

preh

ensi

on (a

ndre

cord

s for

one

stud

ent)

•Le

ads d

iscu

ssio

n ab

out

wha

t was

read

so fa

r•

Ask

s que

stio

ns to

dee

pen

unde

rsta

ndin

g an

dim

prov

e vo

cabu

lary

•R

edire

cts/

rete

ache

s as

need

ed


D U R I N G R E A D I N G

D U R I N G R E A D I N G

Rout

ine

Purp

ose

Stud

ents

Teac

her


Step

ping

Up

wit

h Li

tera

cy S

tati

ons:

Des

ign

and

Inst

ruct

ion

in G

rade

s 3–

6by

Deb

bie

Dil

ler.

Cop

yrig

ht

© 2

007.

Ste

nh

ouse

Pu

blis

her

s.


Gro

up D

iscu

ssio

n

Teac

hing

Poi

nt(s

)

Com

preh

ensi

on,

Voca

bula

ry, P

honi

cs, a

ndFl

uenc

y

•A

sses

smen

t and

rein

-fo

rcem

ent o

f wha

t kid

sdi

d w

hile

read

ing

Phon

ics,

Flue

ncy,

Com

preh

ensi

on, a

ndVo

cabu

lary

•R

einf

orce

s wha

t kid

spr

actic

ed th

at d

ay

•R

etel

l, an

swer

que

stio

ns,

and

refe

r bac

k to

text

with

evid

ence

•Sh

are

tric

ky w

ords

and

how

they

solv

ed th

ese

•M

ay re

ad a

loud

par

ts to

show

text

evi

denc

e or

for

fluen

cy p

ract

ice

•Sh

are

wha

t the

y di

d w

ell

as re

ader

s (w

hat h

elpe

dth

em so

lve

prob

lem

s)•

Ref

lect

on

thei

r rea

ding

•Ta

lks w

ith th

e ki

ds a

bout

wha

t the

y re

ad (r

elat

e to

purp

ose

set b

efor

e re

ad-

ing

and

chec

k fo

r com

pre-

hens

ion)

•

Ask

s que

stio

ns to

dee

pen

unde

rsta

ndin

g an

dim

prov

e vo

cabu

lary

•Te

lls k

ids w

hat h

e/sb

eno

ticed

they

did

wel

l in

thei

r rea

ding

(or h

ave

them

shar

e)•

Rel

ates

to le

sson

focu

s,us

ing

note

s to

show

spe-

cific

exa

mpl

es if

pos

sibl

e(o

r hav

e th

em sh

are)

•R

emin

ds k

ids t

o ke

epus

ing

the

skill

s/st

rate

gies

in th

eir f

utur

e re

adin

g

Workshop Guide 27

A F T E R R E A D I N G

A F T E R R E A D I N GRo

utin

ePu

rpos

eSt

uden

tsTe

ache

rFigure 13 (continued)

Step

ping

Up

wit

h Li

tera

cy S

tati

ons:

Des

ign

and

Inst

ruct

ion

in G

rade

s 3–

6by

Deb

bie

Dil

ler.

Cop

yrig

ht

© 2

007.

Ste

nh

ouse

Pu

blis

her

s.


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