feeding the herd
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Feeding the Herd. Strong Core Instruction. Targets. Structure and reasons for the 90 minute block Identify the key features of effective whole group instruction Identify the key features of effective small group instruction - PowerPoint PPT PresentationTRANSCRIPT
Feeding the HerdStrong Core Instruction
Targets• Structure and reasons for the
90 minute block• Identify the key features of
effective whole group instruction
• Identify the key features of effective small group instruction
• Answer the question, “What do the rest of the kids do?” by looking at The Daily 5 literacy activities
Explicit about my instruction• Eliminates confusion about why
we are here• Gives you a road map for where
we are going• Creates a “sense of urgency”
regarding today
Structure
All Students
Groups of students
Individual students
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
Partnerships• Pick someone near year you to be
your partner.• The person with the next birthday is coffee.
• The other person is cream.
How’s your herd?
vs.
Tier 1 is for all students
The Daily 5A structure to instruction
Teachers• Deliver 3 to 5 whole
group lessons each day.
• Teach 3 to 4 small groups of children each day
• Confer with individual students each day
• Hold all students accountable for eyes- on- text
Students• Engaged in the act of
reading and writing for extended amounts of time
• Receive focused instruction on building and maintaining independence
• Receive tailored instruction through whole group, small group and or individual conferencing each day.
What sets The Daily 5 apart?
Explicit about my instruction• Keeping you engaged
• Writing to help increase comprehension.
Teachers• Deliver 3 to 5 whole
group lessons each day.
• Teach 3 to 4 small groups of children each day
• Confer with individual students each day
• Hold all students accountable for eyes- on- text
Students• Engaged in the act of
reading and writing for extended amounts of time
• Receive focused instruction on building and maintaining independence
• Receive tailored instruction through whole group, small group and or individual conferencing each day.
What sets The Daily 5 apart?
Teachers• Deliver 3 to 5 whole
group lessons each day.
• Teach 3 to 4 small groups of children each day
• Confer with individual students each day
• Hold all students accountable for eyes- on- text
Students• Engaged in the act of
reading and writing for extended amounts of time
• Receive focused instruction on building and maintaining independence
• Receive tailored instruction through whole group, small group and or individual conferencing each day.
What sets The Daily 5 apart?
Schedule• Harcourt is written and designed to
be taught for 90 to 120 minutes. • This does not include the instruction
of writing– It may include the practice of writing as
a Daily 5 choice
Schedule• Harcourt is written and designed to
be taught for 90 to 120 minutes. • This does not include the instruction
of writing– It may include the practice of writing as
a Daily 5 choice
Limited whole group time
• Keep a “perky pace”• Mini lessons should be mini• 5-10 minutes of input time
Why Daily 5?• According to recent brain research
children can only stay focused for the number of minutes that correlates with the child’s age. – Example= 6 year olds can stay focused
and retain information for 6 minutes. • Short Intervals of repeated practice
Whole group lesson10 minutes
Comprehension25 students3
3
4
4
5
Small group lesson6 Struggling students
15 minutes
Conferences10 minutes
Whole group lesson10 minutes
Comprehension25 students
43
4
4
5
Word Work
Read to Self
Read to Someone
Work on Writing
Listen to Reading
43
4
3
5Small group lesson 6 On level students
10 minutes
Whole group lesson10 minutes
Comprehension25 students
Whole group lesson5 minutesVocabulary25 students
Small group lesson5 Struggling students
15 minutes
55
5
5
5
Whole Group closure5 minutes
25 students
90 minute blockStructure of the
Daily 5
Whole group lesson10 minutesPA/Phonics25 students
Talk Time• Coffee please answer the following
question:– How do you manage your current
reading schedule?• Cream please answer the following
question:– What barriers do you have to changing
the way you are spending your reading time?
With extra time switch questions
Explicit about my instruction• Explicit roles for each partner
• Built in differentiation• It is the beginning of the conversation,
I realize there will not be enough time
Individual processing time
• Summarize how time could be spent in the reading block in 1 sentence.
Explicit about my instruction• Writing as a response to instruction• Synthesizing information
• Think/Pair/Share/Think/Write
• Formative assessment
Whole Group Instruction
Sharing and Modeling skills
Let’s start with a non-example
Whole group instruction• Text is a shared piece of literature that is
an example of the skill• Text is designed to be the initial instruction• Text is used as a model to teach literacy
skills• Whole group text may be above or below
some students• Whole group instruction should be a
limited amount of time
Whole group instruction• Text is a shared piece of literature that is
an example of the skill• Text is designed to be the initial instruction• Text is used as a model to teach literacy
skills• Whole group text may be above or below
some students• Whole group instruction should be a
limited amount of time
• Community gathering place
• Signals and check in
• Anchor charts• Book Boxes
Classroom layout for the Daily 5
• Community gathering place
• Signals and check in
• Anchor charts• Book Boxes
Classroom layout for the Daily 5
• Community gathering place
• Signals and check in
• Anchor charts• Book Boxes
Read to SelfWhy: To become a better reader It’s Fun
Student Teacher
•Read the whole time•Stay in one spot•Read quietly•Work on stamina•Get started right away•Bubble space
•Work with groups of students•Listen to children read•Help students with reading
Classroom layout for the Daily 5
• Community gathering place
• Signals and check in
• Anchor charts• Book Boxes
• Magazine boxes work well
• Parents can help organize
• Student selected text– Library books– Favorite books
• Teacher selected text– Leveled readers– Decodable readers
Classroom layout for the Daily 5
Partnerships
• Increase student talk time• Intentionally assigned by
teacher• Multiple turns leads to
multiple opportunities• More turns = more practice
Partnerships
• Increase student talk time• Intentionally assigned by
teacher• Multiple turns leads to
multiple opportunities• More turns = more practice
A
Partnerships
EFGH
BCD
A
Partnerships
EFGH
BCD
A
Partnerships
EFGH
BCD
Dr. Anita Archer
Focus … As you watch this video,
• Write the active participation procedures that are directly taught to students.
Explicit about my instruction• Writing as a response to instruction• Set the purpose• Build background, graphic
organizer, targeted conversation
Talk TimeCoffee will begin followed by Cream
–Begin to list the active participation strategies that were taught to students
–List items until you have exhausted your list
• With extra time talk about how you could use this practice in your class.
Pacing• Optimize instructional time• Allow for student think/processing
time• Good pacing keeps students from
being bored, but is not so fast they cannot keep up
• Brief introduction and eternal review
Pacing• Optimize instructional time• Allow for student think/processing
time• Good pacing keeps students from
being bored, but is not so fast they cannot keep up
• Brief introduction and eternal review
Instruction matters• Think aloud to model new information for
students• I do, we do, ya’ll do, you do (scaffolding)• Graphic organizers• Maintain close proximity to students.
Instruction matters• Think aloud to model new information for
students• I do, we do, ya’ll do, you do (scaffolding)• Graphic organizers• Maintain close proximity to students.
Whole group video• Write down effective instructional
strategies in whole group– Scaffolding– Think aloud– Graphic organizer
• 2nd grade, Rural Southeast, Oregon• Description is the focus and was taught• Video begins just after a picture walk
You will be discussing one of these questions with your partner:
– How did the instructor scaffold the reading for the students?
– How did the instructor make his thinking around comprehension public?
Talk Time• Cream please answer the following
question:– How did the instructor scaffold the
reading for the students?• Coffee please answer the following
question:– How did the instructor make his thinking
around comprehension public?
• With extra time switch questions
Individual processing time
• Summarize the importance of strong whole group instruction in 1 sentence.
Small group InstructionThe key to differentiation
Managing groups• You should spend more time face to
face with your most struggling readers.
Is this fair?
There are only 2 kinds of fair. . .state and county
It is all about the end result!
Managing groups• You should spend more time face to
face with your most struggling readers.
Is this fair?
There are only 2 kinds of fair. . .state and county
It is all about the end result!
Skill grouping • Flexible based on
what the child has demonstrated
– 2nd graders are grouped who didn’t do well on “oi” sound last week
– 5th grade readers are grouped who are strong at “summarizing,” not on “inference”
Ability grouping• Students generally
read at the same level, but it may be for different reasons
– A student who struggles due to decoding vowels is grouped with a student who struggles with reading speed.
Managing groups
Instructional Level Text• Understand why students are in a
group together• Use multiple sources of data to
determine the level– DIBELS– Unit tests– Observations
The text is focused on the needs of the students
• We are teaching the reader not the text
• We are teaching literacy not literature!
• We are teaching for application
The text is focused on the needs of the students
• We are teaching the reader not the text
• We are teaching literacy not literature!
• We are teaching for application
Before Reading• Teach the pronunciation of difficult to
read words.• Teach the meaning of critical,
unknown vocabulary words.• Teach or activate any necessary
background knowledge.• Preview the story or article.
Anita Archer
Before Reading• Teach the pronunciation of difficult to
read words.• Teach the meaning of critical,
unknown vocabulary words.• Teach or activate any necessary
background knowledge.• Preview the story or article.
Anita Archer
Before Reading• Teach the pronunciation of difficult to
read words.• Teach the meaning of critical,
unknown vocabulary words.• Teach or activate any necessary
background knowledge.• Preview the story or article.
Anita Archer
Before Reading• Teach the pronunciation of difficult to
read words.• Teach the meaning of critical,
unknown vocabulary words.• Teach or activate any necessary
background knowledge.• Preview the story or article.
Anita Archer
Reading of the text• Set the purpose for reading the text• Each student should have a copy of the
text• Passage reading procedures
– Choral Reading– Cloze Reading– Silent Reading
– Partner Reading• Ask questions of the readers
Reading of the text• Set the purpose for reading the text• Each student should have a copy of the
text• Passage reading procedures
– Choral Reading– Cloze Reading– Silent Reading
– Partner Reading• Ask questions of the readers
Avoid Round Robin Reading!
This is true for whole group too!!!• Defining Round Robin Reading
– ‘‘the outmoded practice of calling on students to read orally one after the other’’ (Harris & Hodges, 1995, p. 222)
• The strategy is used because teachers believe it helps them in “covering content, managing classroom behavior, improving fluency, and assessing students’ literacy development.” (Ash, Kuhn, Walpole, 2009)
Yet. . .
For the teacher• Management problems• It takes longer to read
orally
For the strong reader• Listening to disfluent
reading• They do not need to
subvocalize
Avoid Round Robin Reading!Yet. . .
For all learners• It is an inaccurate view of
reading• Interferes with
comprehension• MRIs show the brain is not
engaged For the struggling reader
• No chance to practice skills• Source of anxiety and
embarrassment
Alternatives to Round Robin!
• Choral Reading• Echo Reading• Say It Like The Character• Cloze Reading
Page 9 of your handouts
Talk Time• Coffee please answer the following question:
– How does the statement, “We teach literacy, not literature” resonate with you?
• Cream please answer the following question:– Which of the alternatives to Round Robin
Reading will you try? What other ideas do you currently use?
With extra time switch questions
Monitoring learning• Corrective feedback
1. Teacher notices error 2. Teacher gives the correction3. Teacher asks the student to try again– Provides opportunities for us to prevent
continued errors• Always stay positive• Record your interactions
Record keepingDate:______________________________________ Group level: ____________________________________
Text:____________________________________________________________________________________________
Reading Strategy: __________________________________________________________________________________
Group Leader: ____________________________________________________________________________________
Student Notes Scoring
Uses skills Word attack/decoding Comp strategiesFluencyWork ethic
X + PX + PX + PX + PX + P
Record keeping
Student Notes Scoring
App read strat VocabCompWork ethic
6 5 4 3 2 1
6 5 4 3 2 1 6 5 4 3 2 1 6 5 4 3 2 1
Date:______________________________________ Group level: ____________________________________
Text:____________________________________________________________________________________________
Reading Strategy: __________________________________________________________________________________
Group Leader: ____________________________________________________________________________________
After Reading• Engaging students in a discussion
can increase their depth of text processing and subsequent comprehension.
Anita Archer
Write (Draw) in response to reading
• When answering written questions, students will process the information deeply, enhancing their reading comprehension.– Written responses to questions– Graphic organizer– Reading response journals– Summaries– Exit Slips
Anita Archer
Write (Draw) in response to reading
• When answering written questions, students will process the information deeply, enhancing their reading comprehension.– Written responses to questions– Graphic organizer– Reading response journals– Summaries– Exit Slips
Anita Archer
Small Group Lesson• Write down examples of how the instructor teaches
all of the Big 5 of Reading.– Phonemic awareness– Phonics– Fluency– Vocabulary– Comprehension
• Write down examples of ways the instructor increases student turns and gives corrective feedback.
• Instructor – Sharon Karp, North Clackamas SD• 1st grade • Target: “ee” and “ea”
Explicit about my instruction• This is a primary example.
• Intermediate teachers should
pay close attention!
Talk Time• Coffee please answer the following
question:– Give examples of how the instructor
addresses the Big 5 of Reading.• Cream please answer the following
question:– How did the instructor increase the turns and
provide corrective feedback?
With extra time switch questions
Individual processing time
• Summarize the importance of strong small group instruction in 1 sentence.
Daily 5 ActivitiesWhat are we busy
about?
Why Do Daily 5?• Nurture community• Trust students
Why Do Daily 5?• Nurture community• Trust students• Stay out of students’ way once
routines are established• Create a sense of urgency• Provide choice• Build stamina
• Read to self• Read to someone• Listen to reading• Word work• Work on writing
• The best way to become a better reader is to practice each day with “Good Fit” books that you have selected yourself.
• It’s Fun!
What are the Daily 5?
• “good-fit” books• 99% accuracy.
Read to Self
Independent Reading Minutes Per Day
Words Read Per Year
65 4,358, 000
21.1 1, 823,000
14.2 1, 146,000
9.6 622,000
6.5 432,000
3.2 200,000
0.0 0
IPICK Books
• I choose a book
•Purpose
• Interest
•Comprehend
•Know the words
• Read to self• Read to someone• Listen to reading• Word work• Work on writing
• Partner reading provides opportunities to practice strategies, improve fluency, check for understanding, and hear your own voice while sharing in the learning
community.
What are the Daily 5?
Key lessons in Read to Someone
• EEKK• Ways to read to someone• Choosing a partner• “Would you like time or coaching?”
• Read to self• Read to someone• Listen to reading• Word work• Work on writing
• Just hearing fluent and expressive reading of good literature expands your vocabulary; helps build your stamina and will make you a better reader.
What are the Daily 5?
• Read to self• Read to someone• Listen to reading• Word work• Work on Writing
• Expanded vocabulary leads to greater fluency in reading, therefore increasing comprehension.
• Becoming more proficient as a speller leads to writing fluency and the ability to get your ideas down on paper.
What are the Daily 5?
Primary• Word sorts• Word building• Finding words• High frequency word
work• Phonics charts• Highlighting
decodable readers
Intermediate• Word sorts• Sentence building
magnets• Vocabulary activities• Reread text for
phonics and grammar– i.e. read last week’s
story for “oi” words and record on a white board
• Spelling activities
Sample Word Work Activities
• Read to self• Read to someone• Listen to reading• Word work• Work on Writing
• Just like reading the best way to become a better writer is to write each day.
• Write in response to reading
• It’s fun
What are the Daily 5?
• Writer’s workshop• Reading response journal• Sentence stems, “I infer _______. I
know this because_____”• Draw in response to reading• Graphic organizers
Talk Time• Cream please answer the follow question:
– Talk about which of the “Daily 5 activities” you most excited about?
• Coffee please answer the follow question:– Which of the “Daily 5 activities” is the most
challenging?
With extra time, switch questions
• Correct/Incorrect/Correct Model
• “Eventually I realized, of course, that nothing was wrong with these kids. They didn’t get it because I hadn’t shown them how. I’d told them to be respectful, thoughtful, and kind, but I hadn’t shown them what it looks like and sounds like.”
-Debbie Miller
• Correct/Incorrect/Correct Model
• “Eventually I realized, of course, that nothing was wrong with these kids. They didn’t get it because I hadn’t shown them how. I’d told them to be respectful, thoughtful, and kind, but I hadn’t shown them what it looks like and sounds like.”
-Debbie Miller
• Write down ways the anchor chart is used as an instructional tool.
Talk Time• Coffee please answer the following
question:– How do you think the modeling of the
example and non-example would help your class?
• Cream please answer the following question:– How does the anchor chart play a part in
the instruction?
With extra time switch questions
How do I keep my kids accountable?
• Limit word work and listen to reading by only handing out a certain number of task cards. (see handouts)
How do I keep my kids accountable?
• Limit word work and listen to reading by only handing out a certain number of task cards. (see handouts)
• Checklists
How do I keep my kids accountable?
• Limit word work and listen to reading by only handing out a certain number of task cards. (see handouts)
• Checklists• Change “work on writing” to “writing
about reading”• Check in with kids in between
sessions
Individual processing time
• Summarize the Daily 5 literacy activities in 1 sentence.
Exit slip• Students write a response to the teacher
prompt• Purpose:
– Quick formative assessment of instruction– Students write in response to reading
• Provide a sentence stem at the beginning to scaffold
• Sample questions– One thing that was hard today was. . .– The most important thing I learned today was. . . – The word “sparkle” means. . .
Exit slip• Please finish the sentence stem (you
may write or draw).
One new instructional practice I will try this week is. . .