small group reading instruction
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Small Group reading instruction. A Differentiated Approach to Reading Instruction (The Tyner Model & supporting materials) Facilitator: Lynn White SAGE October 24 th , 2014. If only it were this easy…. The Small Group differentiated reading model. - PowerPoint PPT PresentationTRANSCRIPT
SMALL GROUP READING INSTRUCTIONA Differentiated Approach to Reading Instruction (The Tyner Model & supporting materials)
Facilitator: Lynn White
SAGE October 24th, 2014
THE SMALL GROUP DIFFERENTIATED READING MODEL
Reading Research-Based Instructional Components Fluency/ Rereading Word Study Vocabulary/ Word Bank Comprehension/ New Read
Students Progress on a continuum: Stage One: Emergent Reader Stage Two: Beginning Reader Stage Three: Fledgling Reader Stage 4: Transitional Reader Stage 5: Independent Reader
STAGE 1: EMERGENT READER
Beginning Student Characteristics Knows less than half of the alphabet Has no concept of word Has little phonemic awareness Recognizes few or no sight words
Major Focuses Using memory and pictures Recognizing and reproducing letters of the
alphabet Tracking print Recognizing 15 sight words
Fluency (Rereading) Level___________________________ Tracking Print Concept of WordWhisper Read Lead Read Choral Read
Comments/Out-of-Group Activities
Word Study(Alphabet Recognition and Production)Alphabet Focus: ____________________ Math Game Memory or Alphabet ProductionWriting (Cut-Up Sentence) _____________________________________________________________________________Group Sentence or Individual Sentence
Vocuabulary (Work Bank) Sight Words: 0-15 Word Wizard
Comprehension (New Read) Level
Before Reading Picture WalkDuring Reading Echo Read Choral ReadAfter ReadingRecalling to Summarize Concept of Word
Reading Lesson Plan: Emergent Reader (Stage 1)
STAGE 1: INDEPENDENT ACTIVITIES
Match Game: Mimio Demo Memory: Mimio Demo Alphabet Production
Whiteboards, magnetic boards, Wikistix, pipecleaners, playdough, floam, chalkboards, HWT materials
Writing Cut-up Sentences Vocabulary (Word Bank)
Word Wizard/ Not Word Hunt Memory
PQ
UW
Y
uw
yp
q
Pop the blue stars and try to match the upper and
lower case letters.
Word Hunt
Pattern 1
Pattern 2Pattern 3
STAGE 2: BEGINNING READER
Beginning Student Characteristics Knows half or more of the alphabet Has the ability to track print Is able to hear some sounds Recognizes 15 sight words
Major Focuses Completing alphabet recognition and production Using beginning and ending consonant sounds Recognizing 50 sight words Reading simple text Using sentence context and pictures or word
recognition cues to decode
Fluency (Rereading) Level___________________________ Lead Read Choral ReadWhisper Read
Comments/Out-of-Group Activities
Word Study(Alphabet, Phonemic Awareness, Phonics)Alphabet Focus: ____________________Beginning ConsonantsLesson # _________________________Beginning DigraphsLesson # _________________________Beginning BlendsLesson # _________________________ Picture Sorting or Picture-Letter Match Spell Check ____________________Writing (Cut-Up Sentence)_____________________________________________________________________________Group Sentence or Individual Sentence
Vocuabulary (Work Bank) Sight Words: 15-35 35-50 Word Wizard
Comprehension (New Read) LevelBefore Reading Picture Walk Making Text ConnectionsMaking PredictionsDuring Reading Teacher QuestioningAfter ReadingRetelling to Summarize
Reading Lesson Plan: Beginning Reader (Stage 2)
STAGE 2: INDEPENDENT ACTIVITIES Rereading
Toobaloos (reading telephones) Individual Reading Boxes/Bags/Bins Buddy Reading Log Students record themselves reading a book. Record & Reflect Sheet Listening Centre Listen & Record Sheet
Word Study Picture sorts – Mimio Demo Initial Sound picture hunt Memory Bingo
Writing Paste cut-up sentences in journal, draw picture
Vocabulary (Word Bank) Ziplock bag sentences
BREAK
Please take 15 minutes to grab a coffee or check out the displays in the mini-gym
STAGE 3: FLEDGLING READER
Beginning Student Characteristics Confirms with beginning and ending consonant
sounds Recognizes 50+ sight words Reads simple text
Major Focuses Recognizing and using word families in reading
and writing Recognizing 100+ sight words Reading more complex texts Developing fluency Developing comprehension strategies Self-correcting errors
Fluency (Rereading) Level___________________________Whisper Read Lead Read Choral Read
Comments/Out-of-Group Activities
Word Study (Phonics)Word Families Lesson #: _______________Short Vowel Lesson # _________________ Card Sort or Elkonian BoxesOr Spelling Sort or Word Scramble Spell Check ____________________Writing (Sentence Dictation)___________________________________________________________________________________________________
Vocuabulary (Work Bank)Sight Words: 50-75 75-100 Word Wizard
Comprehension (New Read) Level
Before Reading Make Predictions Making Text Connections Previewing Story Vocabulary ___________________________________________________________________________During Reading Teacher Questioning Student QuestioningAfter Reading Retelling to Summarize Using Graphic Organizer to Summarize
Reading Lesson Plan: Fledgling Reader (Stage 3)
STAGE 3: INDEPENDENT ACTIVITIES Fluency (Rereading)
Toobaloos Individual Reading Boxes/Bags/Bins Buddy Reading Log Record themselves reading a book Record & Reflect Read the Room
Word Study Word Hunt Memory Word Sorts
Writing Students choose two words from each pattern, write a sentence with each word Students choose 7 or 8 alphabet letters and make or write as many words as possible using
various letter combinations Vocabulary (Word Bank)
Students highlight sight words in newspapers/magazines Word Wizard Students alphabetize sight words
Comprehension (New Read) Place new reads in group or individual reading bins for independent rereading.
Use graphic organizers to write a short summary based on the story Illustrate vocabulary from the story Complete a story map based on the story Choose one page from the story for students to practice and read aloud to the group the next day
STAGE 4: TRANSITIONAL READER
Beginning Student Characteristics Recognizes word families in isolation and in texts Recognizes 100+ sight words Reads developed text
Major Focuses Using common vowel patterns in reading and
writing Developing independent reading using decoding
and comprehension strategies Developing fluency
Fluency (Rereading) Level___________________________Whisper Read Choral Read Lead Read
Comments/Out-of-Group Activities
Word Study (Phonics)Vowel Patterns Lesson #: ______________ Card Sort or Spelling Sort Word Scramble or Word Ladders Writing (Sentence Dictation)__________________________________________________________________
Comprehension (New Read) Level
Before Reading Previewing Story Vocabulary ___________________________________________________________________________ Making Text Connections Making Predictions Previewing Text Structure (Nonfiction)During Reading Teacher Questioning Student QuestioningAfter Reading Summarizing Using Graphic Organizer
Reading Lesson Plan: Transitional Reader (Stage 4)
STAGE 4: INDEPENDENT ACTIVITIES Fluency (Rereading)
Reading Boxes/Bags/Bins Buddy Reading Logs Record themselves reading a book Read the Room Poetry Box
Word Study Word Hunts Memory Word Sorts
Writing Write words using pattern words Choose letters and have students make or write words that begin with each letter Sort cards by patterns and write them in a notebook
Vocabulary (Word Bank) Highlight sight words in newspapers/magazines Word Wizard Alphabetize sight words
Comprehension(New Read) New reads in group/individual reading box for rereading by students
Use graphic organizer to write a short summary based on a story Illustrate vocabulary from the story Complete a story map based on the story Choose one page from the story for students to practice reading with the group the next day
Cause and Effect
STAGE 5: INDEPENDENT READER
Beginning Student Characteristics Reads and writes independently Uses strategies to figure out new words Reads fluently Uses common vowel patterns and word features
in reading and writing Major Focuses
Developing diverse comprehension strategies Using complex vowel patterns Developing fluency in a variety of texts Responding to text in a variety of ways
Fluency (Rereading) Level___________________________ Poem Reread Text
Comments/Out-of-Group Activities
Word Study (Phonics and Word Features)Vowel Patterns 2 Lesson #: ____________Word Features Week # _______________ Spelling Sort or Word Laddersor Word Scramble Writing (Sentence Dictation)__________________________________________________________________
Comprehension (New Read) Level
Before Reading Making Text Connections Building Background Knowledge Previewing Story Vocabulary ___________________________________________________________________________ Previewing Text Structure (Nonfiction) Making PredictionsDuring Reading Teacher Questioning Student QuestioningAfter Reading Summarizing (Main Ideas/Details, Compare/Contrast, Sequencing, Story Elements, Cause/Effect Relationships Summarizing With Vocabulary
Reading Lesson Plan: Independent Reader (Stage 5)
STAGE 5: INDEPENDENT ACTIVITIES
All activities continue from Stage 4.
CLASSROOM SUPPORT Professional Development
Tyner Videos Summary of Stages 1-5 Tyner Binders Fountas & Pinnell Assessment Daily 5 & Café Words Their Way
Modelled Lessons ERI sessions Lessons in classroom Co-teaching
Weekly Collaborative Planning Literacy Lunches
Ongoing Support Updated materials Mimio Lesson sharing Spelling City
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