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

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Small Group Instruction in the Primary Grades (K-2) Marcia Uretsky CACD, Tufts University July, 2008 Workshop Goals What is Essential About Small Group Instruction? – PowerPoint PPT presentation

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


1
Small Group Instruction in the Primary Grades
(K-2)
  • Marcia Uretsky
  • CACD, Tufts University
  • July, 2008

2
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

3
The Architecture of Readers Workshop
  • Focus Lesson -Interactive Read Aloud
  • (Whole Class) -Shared Reading
  • Read and Confer -Independent Reading
  • (Individual and -Small Group Reading
  • Small Group)
  • Group Share/ -Share
  • Wrap-up -Reinforce
  • (Whole Class) -Celebrate
  • -Discuss

4
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

5
Reading RatesRichard Allington reminds us
6
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

7
Types of Small Group Instruction
  • Strategy Groups
  • Guided Reading Groups
  • Literature Circles
  • Guided Shared Reading for Kindergarteners

8
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.

9
While conferring, you notice that students have a
similar need.
  • Four domains of reading to develop
  • Decoding
  • Comprehension
  • Fluency
  • Motivation/Identity

10
Follow Sharon Taberski as she moves from
conference notes to small group instruction.
  • 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?

11
Strategy Groups
  • Purpose- learn a particular strategy
  • Texts- instructional level, highlight strategy,
    short text
  • Instruction- focus lesson structure
  • Time- short period (2- 5 days)

12
(No Transcript)
13
Why Form a Strategy Group?
  • Repeat days focus lesson with small group.
  • Teach a skill identified from assessment and
    reading conferences
  • Retelling language
  • Fluency
  • Independently self-correct
  • Flexibly apply strategies

14
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.

15
Step-by-Step Guide for Teaching a Guided Reading
Group
16
(No Transcript)
17
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?

18
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

19
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.

20
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.

21
Simulation- Literature Circles
  • Fishbowl a literature circle with participants.
  • Notice
  • Teachers role
  • Students role
  • Evidence of teaching and learning (Literacy Goals)

22
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.

23
Guided-Shared Reading for Beginning Readers (lt
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)

24
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

25
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?

26
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.

27
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

28
  • 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!

29
Planning for Strategy Instruction
What are the strategies strong readers use?
What does the focus lesson look like? What text
will I use?
Ongoing Assessment Running Records Conferencing
Observation
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?
30
Planning Small Group Instruction
31
Sample Small Group Reading Group Plan
32
Organizing Small Group Instruction
33
Small Group Planning Sheet Week of
34
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

35
Take Away Messages
  • Small Group Instruction allows for differentiated
    instruction.
  • Small groups are flexibly organized.
  • Small groups are organized by need.
  • The type of small group instruction depends on
    the students needs.
  • The teacher actively teaches or coaches.
  • The teacher balances small group instruction with
    1-1 reading conferences.
  • Be aware of the traps!
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