small group instruction during core reading

Vision: Every child in every district receives the instruction that they need and deserve…every day.

Oregon Response to Intervention

Vision: Every child in every district receives the instruction that they need and deserve…every day.

Small Group Instruction During Core Reading

Spring Conference 2014Bend, Oregon


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Why use skill/s focused small group instruction?

• Without effective initial classroom instruction and strongly differentiated instruction by classroom teachers, the need for intervention specialists may simply overwhelm school resources because too many students will not make expected yearly progress.

Center on Instruction, 2007


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Today’s focus

• What is skill/s focused small group instruction during the core?

• How do you place students into skill/s focused small groups?

• How do you plan for small instructional groups?


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1. Reduce Deficit Skill/s

• Provide focused instruction & practice on skills that are missing– May not be within the

scope of that grade level’s instruction

• Ex. Third grade students needs basic phonics (continuous blending with CVC words)

2. Increase Grade Level Skill/Strategy use• Practice the

skill/strategy that was taught during the whole group during small group

• Ex. Summarizing is taught in whole group....review summarizing with accessible text during small group

Two Purposes of Small Group Instruction


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Today’s focus

• What is skill/s focused small group instruction during core?

• How do you place students into skill/s focused small groups?



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How do you place students in skill focused small groups?

1. Determine basic skill needs through Universal Screening (DIBELS Next, easyCBM)

2. Identify the target skill– To better match students skill needs• Core reading assessments • Diagnostic assessments

3. Determine strategy need– To understand how to instruct


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Vocabulary (voc)

Phonemic Awareness

Phonics and accuracy

Oral ReadingFluency

Determining Basic Skill Needs for Small

Groups

Comprehension

CCSS: Foundational SkillsCCSS: Reading Literature & Informational

CCSS: Language


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1. How do you determine basic skill needs using Universal Screeners?

Likely to Need Core Support: (Benchmark)

Additional support on the fluency of reading connected text skills: (Strategic)

Additional support on reading connected text with accuracy: (Strategic)

Additional support on accurate & fluent reading of connected text: (Intensive)

Accuracy & Fluency Accuracy & Fluency

Accuracy & Fluency Accuracy & Fluency


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Determining Basic Skill Needs

Student Accuracy Fluency Composite

Miranda

Joey

Nate

Miles

Addison

Tyler

Andrew

55% 30 Intensive

99% 81 Benchmark

95% 69 Strategic

61% 45 Intensive

88% 14 Intensive

80% 52 Intensive

89% 70 Strategic


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Miranda

Joey

Nate

Miles

Addison

Tyler

Andrew

55% 30 Intensive

99% 81 Benchmark

95% 69 Strategic

61% 45 Intensive

88% 14 Intensive

80% 52 Intensive

89% 70 Strategic

Joey

Placing students into groups: (Benchmark) Accurate & Fluent


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Placing Students into Small Groups: (Strategic) Accurate &

Not Fluent Student Accuracy Fluency Composite

Miranda

Joey

Nate

Miles

Addison

Tyler

Andrew

55% 30 Intensive

99% 81 Benchmark

95% 69 Strategic

61% 45 Intensive

88% 14 Intensive

80% 52 Intensive

89% 70 Strategic

Nate


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Placing Students into Small Groups: (Strategic) Not Accurate & Fluent


Miranda

Joey

Nate

Miles

Addison

Tyler

Andrew

55% 30 Intensive

99% 81 Benchmark

95% 69 Strategic

61% 45 Intensive

88% 14 Intensive

80% 52 Intensive

89% 70 Strategic

Andrew


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Placing Students into Small Groups: (Intensive)

Not Accurate & Not FluentStudent Accuracy Fluency CompositeMiranda

Joey

Nate

Miles

Addison

Tyler

Andrew

55% 30 Intensive

99% 81 Benchmark

95% 69 Strategic

61% 45 Intensive

88% 14 Intensive

80% 52 Intensive

89% 70 Strategic

Miranda, Miles, Addison, Tyler


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2. Identify the target skill– To better match the intensity of students

skill needs• Core reading assessments • Diagnostic assessments



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2. How do you better identify the target skill need/s?

Group Need AssessmentComprehension skill/strategy (CCSS: Reading Literature & Informational)

StrategicNot accurate but fluent

Phonics (Foundational skills)

Strategic Accurate but not fluent

Fluency(Foundational skills)

Intensive Not accurate and not fluent

Phonics and fluency(Foundational skills)

BenchmarkAccurate and fluent Core assessments

Diagnostic phonics assessment

Diagnostic phonics assessment


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Identifying Target Phonics Skills

95% Group

Letter/Sound Correspondence


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Phonics Skills: Diagnostic Assessment


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Phonics Diagnostic Assessment

Kindergarten Tasks 1-4 & 5A

Second: Task G

Third: Task H

FirstTasks B-F


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109

17695

3

FirstTasks B-F

Second: G

Miranda & Miles’ Skill Needs


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Miranda & Miles’ Needs

Skill Need Strategy NeedLong Vowel Sounds & Silent E


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Talk Time

• How is this process similar or different to how you have set up your small groups for core instruction?


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2. Identify the target skill– To better match students skill needs• Core reading assessments • Diagnostic assessments



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Determining Strategy Needs

• There is a continuum of blending strategies that can be applied to teaching the phonics skills.

• Determine what the best blending strategy is in applying the phonics skills that they need to learn – Based on where they are breaking down in

their blending mistakes.


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Determining Continuum of Phonics Blending StrategiesContinuum of Phonics Blending Strategies Templates

Sounds/blending

2

9

Sounds-spelling/blending

7

8

10

High frequency words 3

Kindergarten/Early First Grade

First/Second Grade

Kindergarten/First/Second Grade

Sounds: (e.g., saying letter sounds)

Continuous Sound Blending: (mmmaaat)

Reading Sound Spellings: (ai, a_e, oy, ar)

Sound by Sound Blending: (p,pl, plai, plain, plain)

Word reading spelling focused: (ai, plain)

Introduce words Say it, spell it, say it

Reading Words: say the word (building automaticity)


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What are Miranda & Miles’ Blending Strategy Needs?

Skill Need Blending Strategy Need

Long Vowel Sounds & Silent E

Remember: They passed reading CVC Words & Short Vowel/Consonant blends/Diagraphs

?


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General Guidelines: Decodable Text


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Talk Time

• How would you use these reading decodable text strategies in your small group?


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Today’s focus

• What is skill/s focused small group instruction?

• How do you place students into skill/s focused small groups and determine instructional needs?



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How do you plan for small group instruction?

1.Choose the materials that match the skill need

2. Plan the amount of time in specific materials

3.Determine the best instructional approaches


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How do you plan for small group instruction?

1.Choose the materials that match the skill needs– Core materials– Enhancements

2.Plan the amount of time in specific materials

3.Determine how to best provide instruction for that need


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Core Materials• Decodable books• Leveled Readers• Sound Spelling cards

• Which part of core is the material found at your grade level?

Resources• Alternatives to Round Robin Reading.

– What alternatives might you want to try or what have you used that has been effective?

• Purpose of text types: – Which big 5 area is the text type

linked to?• Explicit Phonics Lesson• Small Group Lesson Planning Guide

Enhancement Materials• FCRR• Lines of practice• Templates

– Blending routines

• What was something new to you?– How can it help your

instruction?• What was something

that you knew/have used before? – How did it help your

instruction?

Gallery Walk of Materials


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Understanding Materials

Core Materials Primary time of instruction

Purpose

Anthology Whole group Teach skill/strategies

Leveled Readers Small group Practice skill/strategy and build fluency/vocab

Decodable Text Small group Build phonics & fluency

Enhancements Where Purpose

Templates Whole group/Small group Practice skills taught

Explicit Phonics/Vocab Lesson

Whole group/small group Increase mastery of skills taught


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How do you choose materials for the deficit skill?

Big 5 Core Materials Enhancements Supplemental

Phonological Awareness

Templates, PA activities, FCRR

Phonics Explicit Phonics Lesson routine,Templates, lines of practice, FCRR

Phonics for Reading, Road to the Code

Fluency Leveled readers Templates 6 Minute Solution, Junior Great Books, lines of practice, FCRR

1. What is available from the core to support the deficit skills?2. If not available in the core, what enhancement materials can be

used to support the deficit skill?3. If enhancements have been tried and PM data indicate that they

aren’t successful, examine supplemental materials


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Plan for the amount of time in specific materials: (deficit

skill)Deficit Skill need Practice Core

skill/strategy


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How do you choose materials for practicing the whole group skill/strategy?

Big 5 Core Materials Enhancement

Vocabulary Vocabulary materials from the core (Vocabulary Reader)

Explicit Vocabulary Routine, Content Area Text Reading (Anita Archer), Bringing Words to Life (Isabel Beck)

Comprehension Comprehension materials from the core (graphic organizers, story maps etc., Leveled Readers)

Content Area Text Reading (Anita Archer), Marzano, scaffolding of leveled readers (i.e., listening to reader)

1. What is available from the core to support the skill and/or strategy?

2. If not successful with core materials , examine what enhancements might support the skill and/or strategy?


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Plan for the amount of time in specific materials

(skill/strategy)Deficit Skill Need Practice whole

group skill/strategy


www.oregonrti.orgOregon Reading First: http://oregonreadingfirst.uoregon.edu/


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Objectives for deficit skillGroup will use continuous sound blending independently when reading decodable book with 98% accuracy.

Objectives for practicing skill/strategy

• Group will summarize (beginning, middle, end) the leveled reader independently with 90% accuracy.

Writing Objectives for the group

(skill/strategy need, materials, and accuracy)


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Write Objectives for Miranda & Miles’ Needs

Skill Need Blending Strategy Need Comprehension NeedLong Vowel Sounds & Silent e

Sounds-spelling/blending• Sound spellings (#7)• Sound by sound

blending (#8)

Main Idea/Details


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Weekly Plan


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Explicit Phonics Lesson


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Questions


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References

• Florida Center for Reading Research (FCRR)– Student Centered Activities for the Big 5

• Oregon Reading First– Templates– Lines of Practice

• Reading Rockets– Articles and videos

• Anita Archer (Decoding/Phonics)– http

://miblsi.cenmi.org/LinkClick.aspx?fileticket=MHqTYYRqv-E%3D&tabid=1408

http://miblsi.cenmi.org/LinkClick.aspx?fileticket=MHqTYYRqv-E=&tabid=1408





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Identifying Target Phonics Skills

(95% Group)

CCSS: Foundational Skills Phonics

small group instruction during core reading

Documents