Peer Assisted Learning Strategies
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Transcript of Peer Assisted Learning Strategies
Peer Assisted Learning Strategies
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Intervention is…
Focused instruction which is based on:
A student’s response to instruction As measured by assessment data(the assessment can be formal or informal)
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What does intervention look like?
Intervention is not a mini-comprehensive reading lesson:
Intervention: Gives time for extra opportunities for mastery of
concepts and skills Group size is smaller Focused on one or two areas of instruction
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Effective Intervention Design
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Time, Intensity and Instruction
Time: How much time?
Intensity: How many students in a group?
Instruction: What will be the focus of instruction?
What is PALS?
A whole-class, tier II targeted intervention Please read Overview Section
Process
The key to this program is successfully teaching the routines.
Teachers will need to directly teach routines and new games/sounds/words
Continual reinforcement of correct procedures.
Students will work in pairs. The teacher moves around the room spot-
checking procedures and content.
How do I set up PALS?
Scheduling Pairing Students Preparing Materials Teaching Routines Monitoring Students and Awarding Points
Scheduling
Once Routines are established, PALS should … Happens three days a week
K-PALS - 20 minutes for 20 weeks PALS First Grade - 30 minutes for 16 weeks
You will need to carve out this precious chunk of time
Initial organization is the key to success!!!
Pairing Students
Rank students in terms of reading skill Divide the list in half Pair strongest reader in top half with the
strongest reader in the lower half Continue this process until all students have
a partner (KPALS 9, PALS 24)
Pairing Coaches and Readers
Utilizing DIBELS ranking for Phoneme Segmentation (kinder) OR Nonsense Word (First) for Midyear.
Print your report Cut at the midpoint Pairs are then side-by-side If the majority of your kinder class is proficient
in or better in Phoneme Seg., follow the same procedure with the Nonsense Word Report
Ideas for Management
Handling Absentees Moving Students to and from Partners Monitoring and Awarding Points Triads KPALS 9-11, PALS 24-27
Important Details The Coach corrects all errors immediately
Correction Procedure The Reader must demonstrate mastery
Master before moving on! The higher performing student is always the
coach first! Demonstrate your preference for positive and
constructive behavior statements Actively encourage positive interactions
KPALS 12, PALS 28
Types of Lessons
KPALS Teacher Games
( 5 min) Student Games
(15 min)
PALS Sounds and Words
(15 min) Story Sharing
(15 min)
KPALS Teacher games Introduce Letters (weeks 1-5, 7-10, 12-20)
Point to new letter in box, tell name, students repeat Sound Blending (weeks 3-7)
Say word slowly, hold up finger for each sound, ask students “what word” Last Sound (weeks 8-12)
Say word, ask “What is the last sound?’ Segmenting Words (weeks 13-17)
Students learn how to say words slowly (sound by sound) holding up a finger for each word
Letter-Sound Correspondence (weeks 13-20) Learn sound-symbol correspondences
Sounding Out Words (weeks 16-20) Learn how to blend sound symbols to decode words
KPALS Student Activities
KPALS – pg 20 Name Game (wks 1-20)
Played 2X, name letters, 3-4 minutes, Switch Roles Rhyme Time (wks 1-5)
Paired pictures, Rhyme ID, 3-4 minutes, Switch Roles First Sound (wks 1-10)
Pictures, Initial Sound ID, 3-4 minutes, Switch Roles Say the Word (wks 6-15)
Pictures, Phoneme Blending, 3-4 minutes, DO NOT Switch Roles Last Sound (wks 11-20)
Pictures, Final Sound ID, 3-4 minutes, Switch Roles Stretch It (wks 16-20)
Pictures, Phoneme Segmentation, 3-4 minutes, Switch Roles
Each Game is worth 5 points!
KPALS Student GamesGame Sheets Weeks Played Games Played
1-15 1-5 Name GameRhyme TimeFirst Sound
16-30 6-10 Name GameSay the WordFirst Sounds
31-45 11-15 Name GameSay the WordLast Sound
46-60 16-20 Name GameStretch It
Last Sound
PALS Student Activities – Sounds and words (pg 10-22)
New sound and word is introduced by teacher, then pairs start (15 min)…
Letter Sounds Coach points, reader names sound
Hearing Sounds Coach reads word, reader stretches it
Sounding Out Coach prompts, reader sounds out word slowly and then reads it
Sentences and Stories Before reading sentences/stories, coach direct reader to practice sight
words – “Read It” Then coach prompts read to read sentences/stories
Each Game is worth 5 points!Students Complete Entire Sheet before Switching Roles!
PALS Student Activities – Story Sharing (pg 10-22)
Using books from the coach’s book bags, students read in pairs (15 min)…
Pretend-Read Picture walk, coach prompts reader to predict story from pictures, 2
minutes Read Aloud
Coach reads a sentence, reader reads the same sentence, Pairs complete this routine 2X, 12 minutes
If Pair is done before 12 minutes has passed, switch roles and reader reads each sentence first (can be a book from reader’s book bag)
Retell Coach prompts “What did you learn first?”, “What did you learn next?”,
etc, 1 minuteEach Reading o f the story is worth 5 points!
Correction Proceedures
TELL Coach tells reader correct response “That letter’s sound is /sss/.”
ASK Coach asks reader to repeat correct response “What sound?”
START AGAIN Coach asks reader to repeat the row again
(correctly) “Start again.”
Starting Points
KPALS – All students start at same place PALS – Two entry points
Game Sheet 4 Game Sheet 15 Based on Sounds and Words placement test (in
Teacher’s Materials)
Start by teaching Routines
Student Training Lessons KPALS starts on page 25
Focused on roles of coach and reader, earning and marking points, KPALS rules, and partner behavior
PALS Starts on page 31 First Lessons focused on roles of coach and reader,
earning and marking points, KPALS rules, and partner behavior
Next lessons focused on Story Sharing Routine and Sounds and Words Activity
How will I know if PALS is working?
Through careful analysis of … My progress monitoring data Student reading in guided reading and
conferences Student writing samples Observation of partnerships