uretsky cacd tufts university, 20081 small group instruction in the primary grades (k-2) marcia...

Uretsky CACD Tufts University, 2008

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Small Group Instruction in the Primary Grades (K-2)

Marcia Uretsky CACD, Tufts UniversityJuly, 2008


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Workshop Goals

What is Essential About Small Group Instruction?

Types of Small Group Instruction

Step by Step Guide to Planning Small Group Instruction

Selecting and Introducing Texts to Support Readers

Systems for Organizing Small Groups

Common Traps to Avoid


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Focus Lesson -Interactive Read Aloud(Whole Class) -Shared Reading

Read and Confer -Independent Reading(Individual and -Small Group ReadingSmall Group)

Group Share/ -Share

Wrap-up -Reinforce(Whole Class) -Celebrate

-Discuss

The Architecture of Readers’ Workshop


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What Is Essential About Small Group Instruction?

Flexible grouping Assessment Drives Instruction Matching Books to Readers Explicit Modeling and Guidance Purposeful Book Introductions Reading Silently Teacher as Coach


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Reading Rates

Richard Allington reminds us…

Title Approximate total words

Avg. 5th grader200 words per minute

Avg. 2nd grader100 wordsper minute

Stone Fox (Gardiner)

12,000 2 hours 4 hours

Missing May (Rylant)


Hatchet (Paulsen)



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What are the Goals of Small Group Instruction?

Students develop a repertoire of strategies

Students learn to self-correct

Students learn to read for meaning

Students build stamina for reading longer texts independently


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Types of Small Group Instruction

Strategy Groups

Guided Reading Groups

Literature Circles

Guided Shared Reading for Kindergarteners


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Who, What, When, Where, Why, How???

Who belongs in “the group?” What do I teach THAT group? When do I do this? What are the other kids

doing? Where do I hold the group? Why would you pull a small group? How do I teach “it.”


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While conferring, you notice that students have a similar need.Four domains of reading to develop:

Decoding Comprehension Fluency Motivation/Identity


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Think about:

• Who are the students.

• What do they need to learn? What are the other kids doing?

• When will she teach them?

• Where will she teach them? How are materials accessible?

• Why pull them as a small group?

• How did she teach them?

Follow Sharon Taberski as she moves from conference notes to small group instruction.


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Strategy Groups

Purpose- learn a particular strategy Texts- instructional level, highlight strategy,

short text Instruction- focus lesson structure Time- short period (2- 5 days)


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Strategy Text:

ConnectionConnect the lesson to something

students have learned or that you have noticed about their reading.

You already know … ORI’ve noticed…

Name It!Tell them what you will teach today.

Today, I’m going to teach you…

Explicit InstructionSHOW them exactly how to do it.

Read and think aloud while they watch, or demonstrate exactly what you want them to do.

Watch me do it. I’m going to read this book/poem/article called __________________________. (Briefly introduce text.) Listen to me as I think aloud. Pay attention to my thinking and my words—notice how I __________________ (name new strategy)

while I read.Model the strategy and think aloud how you are thinking For example: These words help me make an image in my mind. I will read that again and make the character sound like they are talking. Hmm. I don’t know that word. I will use the beginning sounds and think what would make

sense.

Guided PracticeEach student reads text to

themselves.Teacher listens in and prompts

strategy use.

Now you try it.Read the next page (section) to yourself. Use the strategy of (whatever modeled). I will listen in and

see how you are applying the strategy.

Send Off Remind students to use the strategy in their

independent reading.

Remember, strong readers ___ when they read. If you come to a word you do not know… ORIf you do not understand what you are reading, try..


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Why Form a Strategy Group?

Repeat day’s focus lesson with small group. Teach a skill identified from assessment and

reading conferences: Retelling language Fluency Independently self-correct Flexibly apply strategies


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Guided Reading Groups Purpose- guide students to merge strategies

through text Texts- instructional level, engage reader, varied

text Instruction- teacher “guides” students through

text knowing when to scaffold and when to release

Time- for length of text

* Emergent readers more likely grouped by level.


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Step-by-Step Guide for Teaching a Guided Reading Group

Step Instructional Plan Notes

1. Select the group

Analyze running records.Analyze conference notes.

Students should have similar instructional reading level or need.

2. Choose the text

Select a text at the appropriate instructional level (90-94% accuracy).Choose a text that supports your instructional goal for these students.Analyze the text for “traps” that may confuse the students.

Think about potentially unfamiliar vocabulary, unclear picture to text matches, phonic difficulties, unfamiliar text structures, and confusing content.

3. Introduce the text

Read the title.Briefly preview the book. Point out “traps” or tricky spots that the students may encounter.Decide if any words require explicit teaching.Build background knowledge of unfamiliar concepts.Give students a purpose for reading. For example, have them make a prediction and read to page ___ to confirm or revise the prediction.

How heavily you scaffold the introduction depends on the students’ abilities and the familiarity of the content.With early readers, do a picture walk and “plant” new vocabulary. With more fluent readers, discuss challenging concepts and refer to particular pages that may help students activate background knowledge.


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4. Students read the text

While students are reading silently, confer with individual students and prompt them to actively use particular strategies.

If you find students struggling with the text (below 90% accuracy), it is too difficult. Either read it to the students or replace it with an alternate text.

5. Afterreading

Discuss the text and revisit the purpose you set for reading.

Discuss personal reactions. If certain words in the text were difficult to

decode or understand, teach how to decode or figure out the meaning.

After reading, focus on comprehension. Remind students to use this thinking during

independent reading. Revisit a portion of the text that caused difficulty.

6. Followup activity(optional)

Reread the book with a different focus (e.g. author’s craft, particular comprehension strategy).

Reread the story to build fluency. Use the book as a reader’s theater to build

fluency. Place book in students’ independent reading

bags for rereading.

If students cannot read the text fluently, they could reread it immediately, at Independent Reading, or tomorrow for guided reading.


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View a Guided Reading Group

This video captures an early reader guided reading group.

Watch for…. “Before, During, After” components of lesson How did teacher scaffold initial read? How teacher prompted students to problem

solve?


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Why Form a Guided Reading Group?

Emergent students need early literacy skills best taught in leveled text

Develop an active reading stance Develop stamina Read a new genre Lift the quality of text


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Literature Circles Purpose- lift the quality of thinking about text through

discussion Texts- instructional level, various texts, provocative texts

that provoke discussion Instruction- students read a common text come

together for discussion. Group time is spent discussing text. Follows Interactive Read Aloud Discussion.

Time- for duration of text. Group meets after assigned reading is completed.

* In primary grades teacher plays active role to teach discussion moves and language.


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Literature Circles in Primary Grades Introduce concept of Literature Circle to group.

Introduce the text and read a small portion to/with students.

Begin to develop a theory or question. Students read next section independently / partner. Students come back to develop theory or answer

question. Teacher models strong discussion moves and language. Students read next portion of text independently / partner

with theory or question in mind. Next Day- Group meets to continue discussion.


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Simulation- Literature Circles

Fishbowl a literature circle with participants.

Notice: Teacher’s role Student’s role Evidence of teaching and learning (Literacy

Goals)


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Why Form Literature Circles?

Strong readers ready for a challenge. Develop thinking of strong decoders who

skim text and do not think deeply. Practice discussion skills taught during

Interactive Read Aloud. Provide safety of small group for students

who do not participate during Interactive Read Aloud.


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Guided-Shared Reading for Beginning Readers (< Level

A-Level B) Purpose- teach early emergent text skills Engage early emergent students with text

Texts- Levels A-B, pattern, engaging, Big Books work best

Instruction- follows Shared Reading structure

Time- until students show early literacy concepts and 1-1 speech to print match of familiar text (Level B)


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Guided-Shared Reading Follows

Whole Class Shared Reading Structure

Playful, quick paced Focus on meaning first Peel away at layers of print (Level A-B)

Concepts of print Word/letter L→R progression, return sweep First/Last Picture/Letter Match Pattern 1-1 speech print match

Comprehension: “Talk Back” to the Book


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Simulation: Guided-Shared Reading

Think about:

How this looks/sounds different than Guided Reading or a Strategy Group.

Evidence of teaching? Who would benefit from this instruction?


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Why Form a Guided-Shared Reading Group?

Students cannot focus during whole class Shared Reading.

Students do not show interest in books. Students need more practice of emergent skills

taught in whole class Shared Reading. (The need more turns.)

Students enter school with limited literacy experiences.

Students need to develop a collection of familiar texts to engage during Independent Reading.


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Monthly System for Setting Up

Small Group Instruction Sept./Oct.- learn about students (confer and assess)

End of month- synthesize patterns of need Organize students into groups for next month Begin with one group a day; add second

group as class develops stamina with independent reading

Limiting the number of groups leaves time to continue conferring


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NOT ALL students will be in small group every month.

NOT ALL groups meet for ENTIRE month. Confer with students not in small group. Ways to alternate groups:

Meet with one group each day and then disband. Meet with two different groups on alternating

days. Give students text to reread and practice.

End of month, REPEAT THE CYCLE!


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What are the strategiesstrong readers use?

What strategies do the students need

to learn?

How many students need to learn that strategy?

What component of the Balanced Literacy Model will I

teach through?

What does the focus lesson look

like?What text will I

use?

Ongoing Assessment

Running RecordsConferencingObservation

Planning for Strategy Instruction


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Planning Small Group Instruction Group I Students Instructional Level

1.__________________________ ____________2. __________________________ ____________ 3. __________________________ ____________ 4.

__________________________ ____________ 5. __________________________ ____________ Focus Strategies (Focus on 2-3 strategies only)1.____________________________________________2.____________________________________________3.____________________________________________Texts for Small Group Lessons Dates1._________________________________ ________2._________________________________ ________3._________________________________ ________

Group II Students Instructional Level1.__________________________ ____________2. __________________________ ____________ 3. __________________________ ____________ 4.


Group III Students Instructional Level1.__________________________ ____________2. __________________________ ____________ 3. __________________________ ____________ 4.


Group IV Students Instructional Level1.__________________________ ____________2. __________________________ ____________ 3. __________________________ ____________ 4.



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Sample Small Group Reading Group Plan Group I Students Instructional Level1. Raven A2. David A3. Catherine A4. Toby AFocus Strategies (Focus on 2-3 strategies only)1. Match voice to print, 1:1.2. Use picture to predict story and words.3. Recognize and anchor on HF words: I, like, theTexts for Small Group Lessons Dates1. The Ghost (A) 11/32. I Like (A) 11/103. The Puppy (A) 11/17

Group II Students Instructional Level1. Buntanno B2. Roger B3. Sergio A Focus Strategies (Focus on 2-3 strategies only)1. Notice and use patterns in the text.2. Use initial and final letters.3.Texts for Small Group Lessons Dates1. In the Car (B) 11/32. Our Rocket (B) 11/123. The Fair (B) 11/19

Group III Students Instructional Level1. Angelina D2. Katie D3. Chandra D4. Evan D5. Felix DFocus Strategies (Focus on 2-3 strategies only)1. Monitor for meaning: Does it make sense?2. Cross-check--Use M, S, V cues together.3. Look across the whole word.Texts for Small Group Lessons Dates1. The Picnic in the Sky (D) 11/52. My Bike (D) 11/103. Shush! (D) 11/17_

Group IV Students Instructional Level1. Julie F2. Chappas F3. Sam F4. Allen G5. Peter FFocus Strategies (Focus on 2-3 strategies only)1. Monitor for meaning: Does it make sense?2. Retell the story with B, M and E.3. Skip a word, read on, and then reread.Texts for Small Group Lessons Dates1. Teeny Tiny Woman (F) 11/52. Gingerbread Man (F) 11/123. The Carrot Seed (G) 11/19


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Organizing Small Group Instruction Month:

Students Strategies and Concepts to Teach

Possible Texts and Levels

Group Format and Notes


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Group Text

Focus of Instructi

on:

Day 1) Day 2) Day 3) Day 4) Notes to Plan:

Small Group Planning Sheet

Week of:


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CAUTION!! Watch out for these common

traps!!!! The “Every Group Every Day” Trap The “ Oops, I Forgot to Teach” Trap The “25 Strategies in 1 Lesson” Trap The “Round Robin” Trap The “Teaching the Book” Trap The “ High-Middle-Low Tracking” Trap


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Take Away Messages

1. Small Group Instruction allows for differentiated instruction.

2. Small groups are flexibly organized.

3. Small groups are organized by need.

4. The type of small group instruction depends on the students’ needs.

5. The teacher actively teaches or coaches.

6. The teacher balances small group instruction with 1-1 reading conferences.

7. Be aware of the traps!

uretsky cacd tufts university, 20081 small group instruction in the primary grades (k-2) marcia...

Documents

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marcia uretsky cacd

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reading ratesrichard

guided reading groupthis

strategy groupspurpose

stepbystep guide

short textinstruction