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Participants will:★ Enhance understanding of word study
principles and practices ★ Understand basic principles of small group
instruction - forming, planning and conducting to provide individualized attention/differentiation.
★ Determine skills and/or strategies to teach in small group based on student data.
★ Plan at least one guided reading/small group lesson.
★ Plan one or more authentic independent practice activities.
Word Study Take a few minutes to think about your word study program.
● What are some of your successes?● What are some of your challenges?
Write down a few of each and share with your table.
Be ready to share whole class.
● Integral part of balanced literacy● Based on the 3 levels of English orthography -Alphabet,
Pattern, Meaning● Differentiated● Words Their Way is one of several word study programs
(Word Journeys-Ganske, Making Words-Cunningham, Word Ladders-Rasinski) All are based on developmentally appropriate instruction and word patterns.
Word Study in a Nutshell
Layers of English Orthography
Alphabet
Pattern
Meaning
Letter/sound relationships
42-44 sounds-only 26 letters
Prefixes, suffixes, Greek and Latin roots
Flexible GroupingFlexible grouping is the cornerstone of successful differentiated
instruction – Carol Ann Tomlinson
Flexible grouping is an opportunity for students to work with a variety of students, through whole group or in many different forms of small groups. The key to flexible grouping is in the name…FLEXIBLE. Students have an opportunity to be in different groups depending on the activity.
● Initially use whole group for instruction
● Divide group for practice or enrichment
● Not used as a permanent arrangement
● Use groups for one activity, a day, a week, etc.
What are your challenges?At your tables, talk about the challenges you
have with differentiation and/or flexible grouping.
Forming groupsToday we will look at
● running records data● any additional student data
to form and refine guided reading groups.
● Miscue Analysis (Accuracy)● The Continuum of Literacy Learning
(Comprehension)
Organization for Successful Small Groups
★Establish classroom management★Assess and establish groups★Know what you need to teach★Plan lessons to mastery★Create effective and meaningful activities
★Communicate expectations
★Build in accountability
Organization (cont’d.)★Teacher chooses the groups★Non-teacher group needs self directed work that
is challenging and engaging★Un-interrupted teacher group★Known routines & procedures★Consistent expectations in transitions
○Timed○Organized○Limited movement
INDEPENDENT/GROUP WORK IDEAS
ActivityRead to Self …………….…..Writing Station………….….Word Study………………...Read to Someone…………...Listen to Reading……………Write the Room…………….Science/Social Studies…..
AccountabilityWritten/Drawn Response Writing JournalWord Study NotebookOral DiscussionResponse SheetsClipboards and Response SheetsVarious Forms
Jot down any of your noticings, thoughts, or revelations as you view this video clip.
Work Stations in Action
Daily 5 in KindergartenA Differentiated Kindergarten
How Do I Start ? The Initial Framework for Every
Classroom
• Students are divided into small groups (ideally, 4-6 students per group)
• Lessons will run 15-20 minutes
• Determine appropriate level of groups
• Provide a text for each child
Pre-Reading Activities: The Teacher From Fountas and Pinnell
• Selects an appropriate text, one that will be supportive but with a few problems to solve
• Prepares an introduction to the story
• Briefly introduces the story, keeping in mind the meaning, language, and visual information in the text, and the knowledge, experience, and skills of the reader
• Leaves some questions to be answered through reading
During Reading Activities: The TeacherFrom Fountas and Pinnell
• “Listens In”
• Observes the reader’s behaviors for evidence of strategy use
• Confirms children’s problem-solving attempts and successes
• Interacts with individuals to assist with problem-solving at difficulty (when appropriate)
• Makes notes about the strategy use of individual readers
Post Reading Activities: The Teacher From Fountas and Pinnell
• Talks about the story with the children
• Invites personal response
• Returns to the text for one or two teaching opportunities such as finding evidence or discussing problem-solving
• Assesses children’s understanding of what they read
• Sometimes, engages the children in extending the story through such activities as drama, writing, art, or more reading
• Sometimes, engages the children for a minute or two of word work
Guided Reading in Action
Jot down any of your noticings, thoughts, or revelations as you view this video clip.
Assessment
• Ongoing observations will probably be the most beneficial for tracking students.
• A notebook with Post-It notes can serve as your documentation.
• Running records provide a quick assessment of fluency.