Small Group reading instruction
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SMALL GROUP READING INSTRUCTION A Differentiated Approach to Reading Instruction for Intermediate Readers, Grades 3-8 Facilitator: Lynn White SAGE October 24 th , 2014
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Small Group reading instruction. A Differentiated Approach to Reading Instruction for Intermediate Readers, Grades 3-8 Facilitator: Lynn White SAGE October 24 th , 2014. When you think about teaching reading do you feel like this????. The Small Group differentiated reading model. - PowerPoint PPT Presentation
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SMALL GROUP READING INSTRUCTIONA Differentiated Approach to Reading Instruction for Intermediate Readers, Grades 3-8
Facilitator: Lynn White
SAGE October 24th, 2014
WHEN YOU THINK ABOUT TEACHING READING DO YOU FEEL LIKE THIS????
THE SMALL GROUP DIFFERENTIATED READING MODEL
Reading Research-Based Instructional Components Fluency Word Study Comprehension
Students Progress on a continuum: Intervention Reader Stage Evolving Reader Stage Maturing Reader Stage Advanced Reader Stage
INTERVENTION STAGES FOR INTERMEDIATE READERS
Intervention Level
Grade Level Equivalent
Fountas & Pinnell
PM Benchmark
Instructional Word Study Level
Assessments
1 Mid to late first grade
E-I 7-16 Common vowel patterns
• Running Records (93-97% accuracy with comprehension)
• Common vowel patterns
• Spelling assessment level 1
2 Early to mid-second grade
J-L 17-21 Less common vowel patterns
• Running Record (93-97% accuracy with comprehension)
• Less common vowel patterns
• Spelling assessment level 2
3 Mid-to late second grade
M-O 22-24 Common word features
• Running Record (93-97% accuracy with comprehension)
• Common word features (spelling & meaning)
• Spelling assessment level 3
INTERVENTION READER STAGE Beginning Student Characteristics
Reading Limited sight vocabulary Lacks fluency Focuses on decoding Finger points and subvocalizes
Word Studyo Knows most short vowel, blends, and digraphs (Mid WWP)
Major Focuses Fluency
o Developing speed, accuracy, and expression Word Study
o Learning common and less common vowel patterns/common word features
Comprehensiono Transitioning from decoder to comprehender of text
WORD STUDY
WORD STUDY TYPES OF SORTS
Closed Sorts Teacher gives student explicit instructions regarding word
study features and provides header cards showing these features
Students then sort the cards based on these features
Open Sorts Students have the opportunity to sort the word study cards
without explicit teacher directions regarding word features Allows students to use critical thinking skills to discover
patterns in words
Spelling (Writing) Sorts Used after students have worked with specific features for at
least one day Critical for solidifying student’s ability to recognize and
reproduce the patterns being studied. Teacher calls out words for students to simultaneously sort
and spell. Essential for students to make the knowledge transfer from
sorting to their writing
WHY TEACHING WORD STUDY IS IMPORTANT…
EVOLVING READER STAGELATE 2ND TO LATE 4TH GRADE
Beginning Student Characteristics Reading
Extensive sight vocabulary Begins to read more fluently and expressively “Chunks” unknown words Depends less upon finger pointing and subvocalizing (these strategies
phase out during the stages) Word Study
o Knows most common word featureso Knows most common and less common vowel patternso Begins to make connections between spelling and meaningo Begins to learn about the meaning connections of simple prefixes and
suffixes
Major Focuses Fluency
o Developing smooth, quick, accurate, automatic word recognition while using expression to interpret the author’s meaning
Word Studyo Learning about syllable patternso Learning complex vowel patterns in multisyllabic words, contractions, complex
digraphs and blends, homophones, and compound words, as well as prefixes, suffixes, and simple Greek and Latin roots
Comprehensiono Learning and experimenting with before-, during, and after-reading strategies
F&P:K-RPM: 19-27
BREAK
Please take a 15 minutes
MATURING READER STAGELATE 4TH GRADE TO LATE 6TH GRADE
Beginning Student Characteristics Reading
Reads fluently Reads longer text in a variety of genres Uses a variety of strategies to comprehend text Word Studyo Spells most one-syllable wordso Continues to study the meaning connection of spelling and vocabularyo Understands meaning changes when prefixes and suffixes are added to
words
Major Focuses Fluency
o Independent practice for fluency Word Study
o Learning about syllable stress in multisyllabic wordso Mastering the principles of preserving short- or long-vowel patterns as a syllable is
added; learning more difficult affixes as the spelling-meaning connection is explored
o Learning polysyllabic words with Latin & Greek roots Comprehension
o Developing and expanding before-, during-, and after-reading strategies
F&P: S-WPM: 28-
30+
ADVANCED READER STAGELATE 6TH TO LATE 8TH GRADE
Beginning Student Characteristics Reading
Fluent, often avid readers Develops competency with knowing when and how to use
effective comprehension strategies based on text structure Word Studyo Understands basic and more complex syllable patterns
Major Focuses Fluency
o Independently practicing for fluency Word Study
o Mastering additional complex syllable patternso Learning polysyllabic words with Latin & Greek roots
Comprehensiono Developing independent use of strategies and developing critical
insight
F&P:U-ZPM: 30+
Advanced Reader Lesson Plan
EXTENSION ACTIVITIES
Supporting Fluency Readers Theatre Poetry Alive Record & Self Reflect Read with Me Karaoke Lyrics Reading Buddies Partner Reading
Supporting Comprehension Character Illustrations Main Ideas & Details Point of View Questioning Sequencing Setting Summarizing Text Structures Theme Vocabulary
Supporting Word Study Word Hunt Partner Spelling Sort Analogies Root Web Root of the Day Vocabulary Word Map Visualizing Vocabulary Word Study Matrix Hink Pink Spelling City
CLASSROOM SUPPORT Professional Development
Tyner Videos Summary of Stages 1-4 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
On-line Resources• Spelling City
SPELLING CITY
http://www.spellingcity.com
Login: victorhlwyatt2013Password: spellingrocks13
or from your own loginClick on Find a ListType in Lynn White
Choose the one at Victor WyattImport lists from my account to yours
REMEMBER WHEN YOU FELT LIKE THIS?
