Making Small Reading Groups More Effective ©Jo Robinson.

Making Small Reading Groups More Effective

©Jo Robinson

More Intensity MeansMore Explicit (more simplified steps, more clear

explanation, more structured)

More Modeling (visually showing exactly how to, leaving examples posted, graphic organizer for each student)

More Time (return to tough skill every day)

More Practice (using engagement strategies to get all to practice- read, write, answer)

More Monitoring and Feedback (immediate rapid praise when correct “Yes” “Right” and immediate correction “My Turn. That word is____.” “Fix the spelling of this word.”

©Jo Robinson

Ready

Learn DespiteUs

Depend onTeacher

Can't Learn

Come with the skills necessary to read

Learn to read despite usFigure out the alphabetic system

Can’t learn to read

Depend on teacher’s delivery andresearch-based program

20-30% of the 60% hardest skill to acquireTina Pelitier

©Jo Robinson

Students can spend years in school avoiding practice.

©Jo Robinson

Practices needed to store concept:

• Average learner 4-14 times

• Everybody else 14-250 times

• Truly disabled 250-350 times

Tina Pelitier©Jo Robinson

More Turns+during whole group+during small group

+during independent work

correct

©Jo Robinson

Job #1

Run the most effective daily small groups

©Jo Robinson

-520 minutes

15 -510 -55

-50 minutes of oral reading

©Jo Robinson

Small group research:

K-3 Every child every day 4-5th Every below-level child

every day

©Jo Robinson

Type of Reading Activity

Average Effect Size

Small Group 1.61Multiple Grouping Formats

.36

Pairing .40One-to-one .54

Effect size Corresponding Percentile

.10 54%

.20 58%

.50 69%

.75 77%1.0 84%1.5 93%2.0 98%3.0 99.8%

An effect size of .25 is educationally significant.

Dr. Sharon Vaughn Texas Center for Reading and Language ArtsUniversity of Texas - Austin

©Jo Robinson

Why? More Teacher Diagnosis

1. More Oral Reading Turns with Teacher Feedback

2. More Answering of Comprehension Questions with Feedback

3. More Vocabulary Exposure and Processing

©Jo Robinson

Making Groups

©Jo Robinson

Are kids in the right group?How do we use data to create

groups?

©Jo Robinson

©Jo Robinson

©Jo Robinson

Letter Naming (LNF)1/10/04 Mrs. Smith’s K

Latona9

Chad8

Jeff14

Jason14

Jason O7

Rosa7

Courtney13

Jose19

Brad19

Ben18

Sharel17

Kari16

Colin26

Tracy25

Latoya24

Nick22

Jennifer20

Alece10

Low risk 27 or greater

Some risk 15-26 At risk less than 15

(Low risk) (Risk)

Shontel80

Jaime32

Casey27

Tom67

CJ59

Lisa40

22 22 22 22

25 24 15 24©Jo Robinson

Organizing for Small Group Instruction

©Jo Robinson

Small Group Data Binder Sample

Teachers have binders readily accessible to all members every day.• Group binders in designated spot in all rooms

• Outside color coded with list of all in group and teacher name

• Inside in pocket on card stock all assessment pages that student will read

• First sheet = group data sheet• Divider for each student with

• Individual record sheet• His 38 record sheets or weekly tests

©Jo Robinson

©Jo Robinson

Group Tubs

red

blue

yellow

Group data binderPencil can

Clear markersYellow highlighters

Sight word lines of practiceDecodable lines of practice

Decodable readersLeveled Readers

Written tasksDictation templatesGraphic organizers

TimerTemplates©Jo Robinson

NoisyStation

©Jo Robinson

QuietCenter

NoisyCenter

NoisyCenter

Computers©Jo Robinson

Maximize Proximity at All Reading Tables

#1 #2

#3#4

©Jo Robinson

Small Group InstructionChanges

Based on Data

©Jo Robinson

CLASSROOM ASSESSMENT REPORTGRADE 2 - UNIT 1

Student NameStudent Name Fluency #1Fluency #1

55 WCPM55 WCPM

Fluency #2Fluency #2

55 WCPM55 WCPM

Avg. FluencyAvg. Fluency

SCORESCORE

Comprehens.Comprehens.

6/106/10

Writ. Resp.Writ. Resp.

6/106/10

VocabVocab

6/106/10

Ruth A. 31 40 35 4/10 2/10 4/10

Joshua A. 33 34 34 3/10 5/10 2/10

Vidal A. 38 31 35 7/10 4/10 7/10

Neonda C. 33 33 33 4/10 4/10 5/10

Errin D. 29 35 32 7/10 2/10 4/10

Ruben F. 30 30 30 3/10 5/10 4/10

Ariana G. 50 53 52 6/10 4/10 3/10

Jonathan H. 33 34 34 5/10 8/10 5/10

Devin J. 31 32 31 4/10 5/10 3/10

Eder J. 40 40 40 3/10 4/10 4/10

Lucia M. 30 30 30 3/10 5/10 1/10

Luis M. 38 30 34 3/10 6/10 4/10

Mario M. 30 28 29 4/10 4/10 4/10

Andrea P. 25 27 26 3/10 2/10 4/10

Jocelyn P. 70 57 64 9/10 4/10 9/10

Challenge - Above levelChallenge - Above levelStrategic -At levelStrategic -At levelIntensiveIntensive -Below level

Comp./skills Vocab.

8-10 8-10

7,6,5 7,6,5

4 & below 4 & below©Jo Robinson

•What practice episodes can we add to the core program in small groups?

•Who will start these and when?

©Jo Robinson

What intervention changes do we need to make this week:– in homeroom whole and small group reading – in intervention groups

©Jo Robinson

Options for Changes:

Options for Curriculum/Program

□Check fidelity of implementation of core and intervention programsProvide additional training to homeroom teachersAdd a coaching component

□ Add another component or additional practice usingExisting programAnother part of a program to reinforce a skill

□ Move to a more structured intervention program daily

□ Enhance and extend the core program (examples: more sound practice distributed throughout the day, re-read the passage again before lunch, sight words posted on both class and intervention room door and read as you enter and leave, daily passage sent from intervention to homeroom to read again, passage sent from homeroom to intervention to read again.) ©Jo Robinson

Options for Changes:Options for the Student

□ Increase motivationAdd incentivesChange incentives, make incentives visibleAdjust behavior planIncrease success level of daily work “I feel like I did a good job today!”

□ Increase active engagementIncrease number of responses per session, number of turns reading aloudTeach, review and post standards of behaviorAdd tactile tracking while reading (examples: highlighter reading, clear marker)Increase kinesthetic movement in homeroom and intervention small groups

□ Increase regular attendance; involve other staff

□ Ensure student skill level matches instructionMake sure homeroom skill grouping matches interventionDifferentiate instruction even moreChange group placement

□ Increase/change types of cueing approaches, ensure consistent cueing by homeroom and intervention staff

VisualAuditoryTactile

©Jo Robinson


Options for Instructional Practices

□ Add Skill Grouping/Differentiated Instruction

□ Increase pace of instruction (Faster pace sometimes motivates kids.)

□ Increase opportunities to respond, increase turns

□ Employ standard cueing correction procedures, correct every error with neutral voice.

□ Pre-teach concepts outside the group (connect to core program)

□ Build/activate prior knowledge (connect to core program)

□ Get to text reading EVERY day. Word work is not enough.

©Jo Robinson


Options for Instruction (Logistics)

□ Reduce size of instructional group in homeroom or intervention

□ Add additional instruction timeDouble dosing, triple dosing, one-on-oneDifferent materials

□ Change instructor

□ Change seating within group (examples: across from teacher, next to teacher, away from distraction

□ Provide instruction/practice in small units throughout the day (homeroom coordinates added practice episodes with intervention team)

□ Post (near intervention and small group table) and refer to weekly vocabulary, weekly sound, weekly sight words, use posting to add practice

□ Change physical environment (examples: quieter part of room, closer to teacher, facing wall not class, chair that allows feet to touch floor, table at right height, clear markers to track)

□ Take care of physical needs: blow nose, wash hands, have a protein snack

©Jo Robinson

Work on Fluency during Small Group Reading

©Jo Robinson

Why Oral Reading?

• Teacher can observe on-task behavior

• Teacher can provide on going help– Miscues– Comprehension– Vocabulary

• Oral reading matches the modality of many learners

Marilyn Jager Adams PREL Focus on Fluency Forum

11/7/02©Jo Robinson

Why Maximize Turns Reading Orally?

• Increase fluency so text sounds like talk

• Increase fluency to speed transition into silent reading

• Increase text stamina to read longer pieces

• Create more time for comprehension and vocabulary

• Monitor and correct errors©Jo Robinson

More Oral Reading Turns in Small Group –What

Materials?

©Jo Robinson

More Oral Reading Turns in Small Group –What

Materials?

Warm up for connected text

Word reading

Connected text

Weekly decodables

Leveled readers

Weekly anthology selection©Jo Robinson

Maximize Program Reading MaterialK-2

Weekly Anthology selection

Leveled reader Leveled reader

#1 #2

Less decodable

DecodablesMost Important – Do first

Must Pass©Jo Robinson

Maximize Program Reading Material3rd-6th

Weekly Anthology selection

ELL reader Below level reader

At level reader

Above level reader

Example: Below-level readers

Example: Above-level readers

©Jo Robinson

More Oral Reading Turns in Small Group – How?1. Choral reading with Personal Checkouts2. Sentence Alternation (Antiphonal Reading)

3. Individual random turns

4. “Highlighter Reading”

5. “Sticky Reading”

©Jo Robinson

More Oral Reading Turns in Small Group

Rapid turns with instant feedback

1.Start on time

2.Rapid simple cueing

3.Rapid simple error correction

4.Rapid praise

5.Precision partner talk©Jo Robinson

Rapid simple cueing

Rapid errorcorrection

Rapid simple praise

Use Lines of Practice to Warm-up Then Get to Text

©Jo Robinson

1. Rapid Simple Cueing

• Use rapid, clear and consistent cues to get 100% of students to read, correct what they read, re-read for smoothness

• Examples: • "Ready Read” “Point” “Line” “Word”

“Sound” “My Turn, Your turn”• “Back to the top of the page”• “ Smoother”

• Increase the speed of signaling as much as you can and still retain accuracy.

©Jo Robinson

2. Rapid Error Correction

Use immediate error correction with consistent wording (minus any extra teacher talk):

• Right when you hear an oral reading error on a word say:“My turn, that word is_____” “What word?” “Go back.” (This means to read the sentence or line again from the beginning correctly.)

• If the re-reading is correct give rapid, simple praise like “Yes” or “Right”

• If you hear a wrong sound or letter name say right then:“My turn, that sound is /s/” “What sound?” “Go back.” (This means to read the line of sounds again from the beginning correctly.)

©Jo Robinson

3. Rapid Praise

Accuracy is always the first goal. When accuracy is not yet there, praise each correction that is accurate with quick, clear praise like “Yes” or “Right.”

Then expect smoothness. Praise each correction for smooth reading episode with quick, clear praise like “Yes” or “Smooth.”

©Jo Robinson

3. Increase Text Stamina

Increase turns reading orally and increase the amount of text you expect students to read correctly.

Provide additional rereads until a page or paragraph is read smoothly and correctly by all students before moving on to the next page or section of the page

©Jo Robinson

When to ask students to repeat oral reading:

You hear slow responsesYou hear slow readingWhen any answer is wrongYou hear errors

©Jo Robinson

Sentence Alternation

1. Teacher/Group/Teacher/ Group/Teacher Group

2. 3 Kids/3 Kids/3 Kids/3 Kids/3 Kids/3 Kids

3. Partner 1/Partner 2/Partner 1/Partner 2/Partner 1/Partner 2/

©Jo Robinson

Highlighter Reading

See examples

©Jo Robinson

Sticky Reading

©Jo Robinson

1 2 3 4

©Jo Robinson

Practice Order for Practicingin Small Groups to Read

Decodables Smoothly

Not all groups need to practices these five skills. Some groups can even go right to the decodable reader. But if decodable text reading is slow and difficult, some or all of these steps are needed.

1. High frequency words that need review2. Previous sounds that need review3. New sound to automaticity4.Scaffolded practice blending words using new sound smoothly5.Phrases and/or sentences preview of today’s text (Bumpy/smooth sentences)6. Read the text —hopefully with at least 97% accuracy now that we’ve had all of this practice !

©Jo Robinson

What to use for oral word reading?

Randomized lines of practice for each studentScaffolded (if needed)Rapid cuingRapid error correctionRapid praise

©Jo Robinson

m s t c

Practice Lines Showing Randomizing

c s m t

t c m s

Same 4 sounds just scrambled order

©Jo Robinson

m s t c

sh ar oo ch oy

ir m er ur ee

Practice Lines for Sounds

Kindergarten with green dot

to show starting place

1st grade for ir, er, ur

2nd grade fall review

©Jo Robinson

I my go

always around because been many

was were want here

Practice Lines for Sight Words

Kindergarten with green dot

to show starting place

First Grade weekly words and past

hard words

Second grade weekly words and past

hard words

©Jo Robinson

©Jo Robinson

lime bike

Create Scaffolded Practice Lines for New Sound1.Make one card each student in group to touch.

2.Make each card different, scrambling the order of words. Make the i and the e red. Put a red arrow under each word.3.Considering the attention span of your group decide whether they can last through 2 or 3 words on each card.

(Below are 2 words per card.)4.Have each student point to the first word and say each sound. Correct immediately if they get a sound wrong by

saying “ That says mmmm. What does it say? Now do the whole word.”5.Praise immediately with a low five when each gets the word right.

6.When each has read his own card correctly say “pass” and show them how to pass their card to the child on their right.7.Repeat steps 4, 5 and 6.

like trike

©Jo Robinson

lime bike Mike

Increase the difficulty of practice cards ASAP.INCREASE TO 3 WORDS TO A CARD.

Make one card each student in group to touch.

Make each card different, scrambling the order of words. Make the i and e red. Put a red arrow under each word.

like trike time

Mike bike hike

©Jo Robinson

lime bike Mike

Increase the difficulty again ASAPMake and use cards with the helpful red letter removed.

like trike time

Mike bike hike

©Jo Robinson

lime bike Mike

Increase the difficulty again ASAPMake and use cards with all help removed

like trike time

Mike bike hike

©Jo Robinson

pig pipe hit

Increase the difficulty again ASAPMake and use cards with mixed long and short vowels

like trip sit

Mike bit hike

©Jo Robinson

shell trash mash

Practice Lines for New SoundOne for each student in group Scaffolded LESS WORDS PER CARD

trash bush shrub

wish dish fish

©Jo Robinson

shell trash mash

Practice Lines for New SoundOne for each student in group Scaffold removed

trash bush shrub

wish dish fish

©Jo Robinson

h e n

h e n

Make cards for words with this week’s sounds.

©Jo Robinson

Bumpy and Smooth Sentence Cards

The fat cat sat on the mat.

The fat cat sat on the mat.

The man sat on the mat.

The man sat on the mat.

Nan sat on the mat.

Nan sat on the mat.

Ready it bumpy:Kids must touch dots

Ready it smoothly:Kids must trace arrow

©Jo Robinson

Continuous Vocabulary and Comprehension Thread

For vocabulary:Quick preteach/reviewUse “Show and Go”Use quick, logical gesturesFast mapping of incidental wordsRefer to posted vocabularyRecognition for use of rich vocabulary in responsesChoral response for short answersPrecision Partner Talk for higher level answers

For comprehension:Choral response for short answersPrecision Partner Talk for higher level answers Give sentence starters

Locate evidence in text

©Jo Robinson

“Show and Go” Words (Fast-Mapping)Explain unknown words whenever they come up and go on with the lesson fast. “Show” by:

Quick verbal definition or

Pretending, acting out or

Pointing to object or

Doing a fast sketch or drawing or

Showing a picture

“Go on” by:

Quickly showing what the word means then

going right on with the rest of the lesson.©Jo Robinson

“Word Dropping” by Teacher

1. Drop this week’s new posted words and words from past weeks as you teach 2. Continuously throughout the day3. Across content areas4. Also “Drop” academic English Examples:

• Use “selection” rather than “story”• Ask kids to “predict “what will happen instead of asking “What do you think will happen?”

©Jo Robinson

Refer to Posted Vocabulary During

Small Group

1. “Drop” posted words as they fit logically in comprehension discussion.2. Point to posted words and have kids read the definition or look at the pictures3. Bring extra pictures to give meaning for low language students.

©Jo Robinson

reluctant

©Jo Robinson

Recognition for Use of Rich Vocabulary

1. Rock in the Jar2. High Five3. Note on word4. Hotel bell5. “Yes” button

©Jo Robinson

Jar of Rocks

©Jo Robinson

Hotel Bell

©Jo Robinson

reluctant Jose

Tonisha

Jamal

Lakisha

Flags on Words

©Jo Robinson

1. Choral Response 100% Giving Short Answers at the Same Time

• Model the question and the way to respond• Ask a clear question with a single word or simple

phrase answer• Give clear signal for students to respond (Allow think time for more difficult responses)• Scan all mouths to assure all are responding,

moving near non-responders• Give feedback on the group response• Intersperse calling on individuals • Perky pace

©Jo Robinson

Precision Partner Talk

Assign partners

Give each partner a task (A responds/B counts words)

Give verbal stem (Sentence starter) if needed

Monitor each partnership

Call individuals only after all have answered

2. Precision Partner Talk100% giving longer or more complex answers at the same time

©Jo Robinson

Precision Partner Talk at Reading Tables

#2

#3#4

©Jo Robinson

Sentence Starter Examples

Question: Compare the house that the slave owner lived in to the house that James lived in.

1. Both the slave owner’s house and James’ house have__________ _____________________.

2.The slave master’s house is the only one with_________________

_____________________________.©Jo Robinson

All students write:1. Clear directions and model given by teacher

2. Sentence starter provided if needed

3. Scoring for expectations: Spelling, punctuation, capitals, correctness,

4. All writing checked immediately

(Dot correction)

5. Students fix their own mistakes

4. 100% Written Response

©Jo Robinson

All students show teacher the correct answer in a non-verbal way

1. All point to the answer

2. Logical gesture

3. All show the correct number of fingers

4. All select cards, move cards, select letters, move letters

5. All use highlighter tape or pen to locate answer

6. Any other appropriate signal

3. 100% Action Response

©Jo Robinson

Examples:

1. Personal Vocabulary cards2. “Whooing” and “Whatting” 3. “Detail/Detail” 4. Locate beginning, middle, end5. Finger on the evidence of the problem6. Finger on evidence. Examples:

Reason character feels ___ Telling what a new word might mean Telling when or where action happened7. Gestures to show meanings of words and/or the flow of action in the story.

©Jo Robinson

1. Students read text orally.

2. Teacher asks question that requires finding evidence in the text, then allows silent reread.

3. Students point to evidence in the text

4. Check all fingers to make sure they have found correct evidence and give immediate feedback. Use quick praise like “yes” “right” or help them find the answer.

5. Students explain to partners how their evidence supports their answer.

Example: Locating Evidence in Text

©Jo Robinson

“Read to Discover” or “Find the Evidence”

From 25 Effective Oral Reading Strategies by Opitz and Rasinski 2008

1. Use text that has been read and discussed. After sufficient practice locating evidence in the text with teacher help, teacher writes several questions with answers in the text, each on a separate card. Example: “Find evidence in the text that Willy’s grandfather told him not to tell grandma.”

2. Place all cards in a container labeled EVIDENCE.

3. Students each pull one card and look for evidence to support their answer, point to and explain answer to partners.

4. Once familiar with the activity, teach students how to write their own evidence based questions on a card with the page number of the evidence.

5. Students each pull one student created card and look for evidence to support their answer, point to and explain answer to partners.

©Jo Robinson

Job #2 Seatwork is excellent practice

1. Connect seatwork toweekly program focus and diagnosed needs2. Correct and give feedback on Must Do’s©Jo Robinson

Seatwork Must Match Your Reading Program and Diagnosis

Reading program’sorder of introduced skills and strategies

Seatwork matches reading program and student needs

©Jo Robinson

Layer on one seatwork job at a time:

– Directly teach one “directly related” seatwork routine to the whole class

– Provide enough practice to allow you to monitor for engagement, accuracy, and

completion

– Add the routine to independent reading time

– Continue to monitor for engagement and completion making very clear your expectations

©Jo Robinson

Types of Reading Seatwork• Word work• Fluency (only when appropriate)

– Sentence and passage reading• Vocabulary• Comprehension

©Jo Robinson

Start Small in August

• The key is to start with familiar jobs and take baby steps to increase task endurance as the year progresses.

• Model (Show and Explain)everything. Examples:–How you turn jobs in–Where you keep your journal–How to draw a line when journal entries are done

©Jo Robinson

Plan seatwork for each day

Day Vocabulary Job Comprehension JobThis week-Evaluate

Monday Make personal vocabulary cards

Job that requires evaluation

Tuesday Enter words into vocabulary log

Job that requires evaluation

Wednesday Do “2 Fors” Job that requires evaluation

Thursday Semantic Feature Analysis

Answer Questions 1 and 2 at the end of selection

Friday Personal or partner vocabulary card review/ test

©Jo Robinson

Must Do/ May Do Weekly Plan

• Daily Must Do’s are posted, and checked for accuracy and completion

• See example

©Jo Robinson

Blue Group

Expectations

All Week Fluency

Read with a teacher for 30 minutes Get ALL work completed

Must Do’s May Do's for the day!

Vocabulary Matrix You can chose any May

Monday Word, definition and Do! BUT it must be 7 Up sentences for all

sentence completed before you sentences you write

start a new MAY DO!

Stay FOCUSED and ON

~ Finish Vocabulary TASK

Matrix

Making Connection Work Independently

Tuesday Sheet ~ Leveled Readers and

(USE A PURPLE BOOK) answer the questions Problem Solve with

at the end neighbor when you need

help

~ Authors purpose and

point of view sheet All written responses for

Answer Questions 1 & 2 one story goes on the

at the end of the selection ~ Read Inquiry story at same piece of paper

(if time answer all the the end of the selection

Wednesday questions) answer the questions If you are absent don't

worry about the day you

~ Write Stuff missed, work on your

jobs for today!

~ Vocabulary Game

"2 For" Sentences AND CLEAN UP: Put Pencil away

Thursday Yes/No Sentences! books away, papers go in

folder ORGANIZED,

(sharpen your pencil for

the next day)

Friday Skills practice workbook

page for vocabulary

(finish work not done)

©Jo Robinson

“Turn It In” RoutineWhat is Yours for Seatwork?

– Whole Class: Keep a boxes or trays labelled ‘Finished Work’ and “Unfinished Work” into which students place products. You simply pick up the work at the end of the each reading group to check it.

– For Each Student: If you want individual storage, a double pocket folder for each student can work IF you give feedback daily. Students can place completed work one side and work in progress on the other side.

– Dot correction

©Jo Robinson

Make Two Plans for Each Week

1. Plan which text will be read each day2. Plan for daily vocabulary and

comprehension seatwork (gr. 2-5) Plan for daily sound, word, and sentence work ( Gr. K-1)

©Jo Robinson

Weekly Oral Reading Plan for Small GroupsMonday Tuesday Wednesday Thursday Friday

Above level group

Storytown Leveled Reader:__________

Method:


Method:


Method:


Method:


Method:

At level group


Method:


Method:


Method:


Method:


Method:

Barely at level group


Method:


Method:


Method:


Method:


Method:

Below level group


Method:


Method:


Method:


Method:


Method:

Storytown Text means text selected from: Weekly Selection, decodable, ESL reader, at-level reader, above-level reader, below level reader,

©Jo Robinson

Plan seatwork for each day

Day Vocabulary Job Comprehension Job

Monday Make personal vocabulary cards

Tuesday Enter words into vocabulary log

Graphic organizer

Wednesday Do “2 Fors” in Journal Graphic organizer

Thursday Semantic Feature Analysis

Answer Questions 1 and 2 at the end of selection in Journal

Friday Personal or partner vocabulary card review/ test ©Jo Robinson

Personal Vocabulary Cards

Student-made vocabulary rings with word on one

side and “Student Friendly” definition on

the back.

Each story’s vocabulary words are on a different color card. This week’s

vocabulary words are kept on the top of each student’s

desk all week.

Students play “Show me the word that means..

Partners match word to definitions.©Jo Robinson

bargain To keep talking until you get a better deal

machete

trading

schooner

pulp

A big knife used to cut plants

Giving one thing to get another

Ship with at least two big sails

Soft insides of fruit©Jo Robinson

Vocabulary Card Ideas

Monday Tuesday Wednesday Thursday FridayGuide students to make each card one at a time.

Give student friendly definitions and sketch ideas.

Students keep cards on top of desks.

Play “Show me the word that means”

Partner A turns to word side. Partner B turns to definition. They match cards.

Individuals sort words into 2 piles:

-At school

at school

Individuals sort words into 2 or 3 piles:-invisible

visible or invisible

visible

-real/not real

-in a store/not

-I have seen/not

-immense/tiny/

-ordinary/unusual

-person, place, thing, or action

Play “Show me the word that means”

Get the whole ring out. Partner A turns to word side. Partner B turns to definition. They match cards.

Listing activity. Tell them which 3 cards to get out and list at least 5 examples of that word

Additional review

©Jo Robinson

Student Vocabulary LogWord Student Definition What it is

notSentence Picture

1. reluctant

Reluctant means not wanting to do something

Eager, fast to do it

I am reluctant to eat cauliflower.

2.

3.

1.

©Jo Robinson

Write four sentences.

1. It takes a great deal of imagination to……..

2. It takes a great deal of imagination to……..

3. It takes little imagination to…….

4. It takes little imagination to……..

©Jo Robinson

Two Fors

-Post one rich vocabulary word next to a second word giving context.

-Have students write 7up sentences using these two words for each sentence.

- Expect capitalization, punctuation, spelling, completion. Examples:

1. rebellion/teenagers2. rebellion/War of Independence3. rebellion/bedtime

1. imagination/Halloween2. imagination/art project3. imagination/absence excuses

©Jo Robinson

Semantic Feature Analysis Tiny

Immense

At school

Not at school Visible Invisible

Can describe a person

wariness

abundant

aggressive

carcass

caribou

dominance

subservience

territory

tundra

wilderness ©Jo Robinson

Pick two Yes or No’s from your SFA and explain why you selected Yes or No in at least one complete sentence for each.

Examples:1. I see aggressiveness at school during recess when some boys won’t let other shoot hoops.

2. Abundance it not tiny because it means having a lot of something. When you have a lot that is not a tiny amount.

©Jo Robinson

Word of the Day

ominous

• Put one rich word a day in a name tag and wear that word.

• Throughout the day ask kids what the word is and what it means.

• Dismiss kids by asking them to use it in a sentence.

• Give 3 more name tags with the same word to 3 kids to wear and

do the same thing.

©Jo Robinson

Small Group Reading Instruction Non-Negotiables

GET READY: Always sit in the middle of the table to get as close as possible to readers to listen to every reader and give immediate feedback.

Have the Leveled Reader Teachers guide, any needed lines of practice, and enough copies of the text out and ready before the group starts. Make sure you know the comprehension focus and vocabulary of the week so you can ask additional questions about those. Make sure kids can see the weekly posted vocabulary from the reading table.

MAXIMIZE TURNS AND FEEDBACK: Use rapid, consistent clear cueing (minus any extra teacher talk) in the selection of the week and in the Leveled Readers. Examples:" Ready Read” “Point” “Line” “Word” “Sound” “My Turn, Your turn.”

Increase the speed of cueing as much as you can and still retain accuracy and use clear and consistent cues to get 100% of students to responding chorally.

Using immediate error correction with consistent wording (minus any extra teacher talk.) Right after you hear you hear EVERY oral reading error on a word say: “My turn, that word is_____” “What word?.......” “Go back.” (This means to read the sentence or line again from the beginning correctly.)

“Read again, smoother.”

Correct bumpy reading by showing how you want it to sound. Reading needs to sound like talking. Example: Start a sentence to show them the pace you want on that page or paragraph.

Stop Robot reading that is too fast with no expression.

Use rapid, simple praise (minus any extra teacher talk) when the reading is correct and smooth and after a student is asked to re-read . Examples: “Yes” “Right” “ Smooth” Smoother” “Faster”.

Have 100% read chorally first then calling on 1, 2 or 3 at a time to read so you can “check out” their reading. The expectation is that students read correctly and smoothly during their check out. Continue to correct errors.

Maximize the amount of text all kids read during the group. Gradually increase the amount read until by the end of the reading group time they are reading entire paragraphs or pages correctly and smoothly. If one Leveled Reader is finished start another.

Make sure students understand word meanings. Teach any unknown vocabulary words and re-teach the weekly words as they appear. Make sure students understand what they read. Ask comprehension questions and have students answer to partners controlling the alternation of speakers.

©Jo Robinson

Making Small Reading Groups More Effective ©Jo Robinson.

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Transcript of Making Small Reading Groups More Effective ©Jo Robinson.