We need to keep sight of the individual within the group

Transcription

1 Small Group Reading Instruction is Extremely Supportive for Our Students with IEPs: Methods for Facilitating Rigorous Learning January 2012 Jennifer Serravallo We need to keep sight of the individual within the group 1

2 Today, we ll think about ways to keep sight of the individual within small group instruction when assessing during small group strategy lessons before and while students talk about books when taking notes Assessment 2

3 Engagement Comprehension Fluency Conversation Print Work **Emergent Reading Behaviors fluency, printwork, comprehension, conversation, and engagement. Engagement - Logs 3

4 Engagement - Logs Engagement Tally Log 4

5 Engagement - Inventory Comprehension Conversations during Conferences Conversations with other Readers Retell during running record Literal and inferential questions during running record **Consider each skill along a continuum** 5

6 1/10/12 Inference Visualizing 6

7 1/10/12 Synthesis Comprehension Continuum 7

8 Fluency - NAEP Scale Fluency 8

9 Now analyze my fluency Conversation What are the qualities of good conversation? 9

10 1/10/12 Printwork Strategies Printwork Strategies 10

11 ESB Reader Stages 1-2 Labeling and Commenting, Following the Action 3-4 Tells story with a sense of B/M/E with correct syntax 5-7 Sounds like a reader but not watching the print. Still uses memory of story Print-based. Refuses to read. Begins to incorporate other aspects of reading. 11 Conventional reading behaviors with a familiar book. Strategy Lessons 11

12 What re the differences between strategy lessons and guided reading? Guided Reading -all children are given to read the same book at instructional level. -structure book intro/ students read while teacher coaches, teacher may give teaching point -why? To move kids up to next level. Strategy Lessons -children read a book they ve chosen at independent level -structure strategy, kids practice while teacher coaches, link -why? A variety of reasons (fluency, comprehension, print work); to support their work in their independent level texts. What s a Strategy? Step-by-step, a how-to Temporary, removable Authentic Generalizable **to create your own ask yourself, how did I do it? 12

13 Strategy: As you read on, the picture you have should move and change. Look at a photo. Read the words. Imagine the picture to move like the words say. Heavy Support Light Support Gradual Release è ü ü Look at the picture. Now read the words. How does the picture in your mind move? Read the sentence. Look for an action word. Now look at the picture. Describe. ü Put the picture and words together ü Make the picture move ü Describe how it s moving Small Groups to Support Talk 13

14 Small Group Instruction Before Partners Meet 1. Study the characteristics of the level 2. Create a menu of activities that will support the skills a reader needs at the level 3. Make labels or cards to give to children one at a time 4. Introduce the options in a small group when partners aren t meeting Level F Read increasingly more difficult words by word part. Use parts from known words to read unknown words. Begin to monitor, cross-check sources of information and self-correct at the point of error. Some rereading or skipping to go on may be necessary. Retells and summarizes keeping story events in order to analyze story content and make inferences. Read with more fluency and phrasing on repeated readings of the same text. 14

15 Sample menu of activities for a Level F reader Reads increasingly more difficult words by word part. Uses parts from known words to read unknown words Retells and summarizes keeping story events in order to analyze story content and make inferences. Reads with more fluency and phrasing on repeated readings of the same text. Small Group Instruction Before Book Club Conversation Read aloud clubs Book/Chapter introductions for Prior Knowledge Skill introductions Strategy Lessons (cross-club groups or within a club) 15

16 Conferring During Conversation Ghost Partner Research - Decide - Teach Proficient Partner When researching, think What does each student do well in terms of comprehension skills? In what way can I push the partnership/club? What does each student do well in terms of conversational skills? In what way can I push the partnership/club? Then, choose ONE thing to teach 16

17 Notetaking (and choreographing it all ) Flexible Groups Mtg 1 Mtg 2 Mtg 3 Mtg 4 Eileen Mark Natasha Jasmine David 17

18 1/10/12 Notetaking Small Group Over Time Notetaking class at-a-glance 18

19 1/10/12 Notetaking individual over time Notetaking - partnerships 19

20 notetaking Scheduling Your Week 20

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