Small Group Approaches to Teaching ReadingGoldfields Network August 23 rd 2010

Reflecting on your role as Literacy Coordinator - Parking Lot

• What is going well?• What are the issues?• Suggestions• Questions

Zizzy by Penny Matthew

Zizzy.pptx

http://www.eduweb.vic.gov.au/edulibrary/public/teachlearn/student/keycharliteracyp6.pdf

Small Group Approaches to Teaching Reading

Small group instruction allows you to:• differentiate your teaching to meet the range of learning needs within your class.• pull together small instructional and discussion groups for specific teaching purposes based on observation of needs.

Small sized groups are preferable, (no more than 5 or 6 students)• each student is able to fully participate in the group.• you are able to observe each student’s strengths and instructional needs.

(Ref AUSSIE Interactive)

Placemat activity The Placemat Activity strategy provides an opportunity for each student in a group to record individual responses and ideas regarding an issue, topic or question for consideration. The strategy can be used to brainstorm ideas, record researched information or analyse documents. Individual responses are shared with the group. After sharing and discussion, the group records agreed-upon responses in the centre of the placemat.

Write down individually what you know about Guided Reading.What are the key features? (2-3min)

Share and discuss recording an agreed upon response to be written in centre.

How do you see the placemat strategy being used in your classroom?

http://www.eduweb.vic.gov.au/edulibrary/public/teachlearn/student/keycharliteracyp6.pdf

Does it look different across year levels?

During a Guided Reading session, Bill Devanny provides guidance to Grade 4 students in forming, justifying and revising their predictions.

In a Guided Reading session, Kate Malloy guides her Grade 6 students as they read an argument and predict the author's opinion.

What does the teacher do?What are the students doing?

GUIDED READING Description

The teacher and a small group of students talk, read and think their way purposefully through a

common text, working collaboratively.

LITERACY ELEMENTS

• Read Aloud

• Shared Reading

• Guided Reading

• Independent Reading

SPEAKING & LISTENING

OBSERVATION&

ASSESSMENT

• Write Aloud

• Shared Writing

• Guided Writing

• Independent Writing

11

GRADUAL RELEASE OF RESPONSIBILITY

MODELLINGThe teacher

demonstrates and explains the literacy focus being taught. This is achieved by thinking aloud the

mental processes and modelling the

reading, writing, speaking and

listening

The student participates by

actively attending to the demonstrations

SHARINGThe teacher continues

to demonstrate the literacy focus,

encouraging students to contribute ideas

and information

Students contribute ideas and begin to

practise the use of the literacy focus in

whole class situations

GUIDINGThe teacher provides scaffolds for students

to use the literacy focus. Teacher

provides feedback

Students work with help from the teacher and peers to practise the use of the literacy

focus

APPLYINGThe teacher offers

support and encouragement when

necessary

The student works independently to apply the use of

literacy focus

Role of the teacher

Role of the student

Pearson & Gallagher

DE

GR

EE

OF

CO

NT

RO

L

Teachers need to know their students PRECISION

Teachers need to know what to teach PERSONALISATION

Teachers need to know how to teach PROFESSIONAL LEARNING

Precision: Knowing your students

Using data◦ English Online Interview◦ Observation Survey◦ Running Records◦ Record of Oral Language or Oral Language Assessment◦ On Demand – Adaptive, Linear

Using observation◦ Reading conference◦ Guided reading◦ Reflection ◦ Reading behaviours

LITERACYBy week 5 of Term 1 (Feb) By week 5 of Term 2 (May) By week 5 of Term 3 (Aug) By week 5 in Term 4 (Nov)

Prep Running record Writing sample OLA EOL

Running record Writing sample Writing vocabulary Oxford word list (25)

Running record Writing sample OL A

Running record Writing sample Writing vocabulary Oxford word list (25)

1-2 Running record Writing sample EOL

Running record Writing sample Writing vocabulary Oxford word list Yr 1 (50) Yr 2 (100)

Running record Writing sample

Running record Writing sample Writing vocabulary Reading conference record Oxford word list Yr 1 (50)

Yr 2 (100)3-4 Running record

Writing sample Reading conference record On Demand Adaptive

Running record Writing sample Reading conference record Oxford word list Yr 3 (200) Yr 4 (300)

Running record Writing sample Reading conference record On Demand Adaptive

Running record Writing sample Reading conference record Oxford word list Yr 3 (200)

Yr 4 (300)5-6 Reading conference record

Writing sample On Demand Adaptive

Reading conference record Writing sample Oxford word list (400)

Reading conference record Writing sample On Demand Adaptive

Reading conference record Writing sample Oxford word list (400)

7-8 Reading conference record Writing sample On Demand Adaptive

Reading conference record Writing sample

Reading conference record Writing sample On Demand Adaptive

Reading conference record Writing sample

9-10 Reading conference record Writing sample On Demand Adaptive

Reading conference record Writing sample

Reading conference record Writing sample On Demand Adaptive

Reading conference record Writing sample

Goldfields Network Assessment Schedule

Personalisation: Knowing what to teach

• Concepts about print• A few words and letters/sounds• The reading process/ reading strategies

– Predict, check, confirm, self correct, search– Using all sources of information (MSV)

• Fluency development • Comprehension/Reading for Understanding• Sustaining comprehension• Decoding Strategies• New strategies to learn from more complex text.• Vocabulary Learning

Quote to Ponder

We group in several ways throughout the year. We think about the students’ needs, the students’ own goals, our state’s standards, and the time we have. Some groups are designed to stay together for only one session. Other groups stay together for a few days based on the purpose of the group. To group effectively, it is important that we know our students well and constantly look for patterns in the class. (163)

Turn and Talk – how effectively is this being done in our schools?

Jigsaw StrategyThe jigsaw strategy is a cooperative learning technique; it is an efficient teaching method that also encourages listening, engagement, interaction, peer teaching, and cooperation by giving each member of the group an essential part to play in the activity.Both individual and group accountability are built into the process. Jigsaws are a four-skills approach, integrating reading, speaking, listening and writing

Articles1.Grouping for Instruction (Szymusiak & Sibberson)2.Creating Literature Discussion Groups (Dorn & Soffos)3.When does level matter? (Sibberson)4. I Got Grouped (Tovani)

In optimal teaching and learning, teaching and assessment go hand in hand – it is our own on going assessments that really drive instruction.

Guided Reading Student Reading Behaviour Checklist

Sharing planning tools

What other small group approaches to reading are there?

Reciprocal Teaching

Professional Reading – The Four Reciprocal Reading Strategies – IRA

Activity Select 3 statements or ideas from the article that you think are important.

Write them on strips of paper.

Share them in your group.

SUMMARIZETell what you’ve readin your own words.

PREDICTWhat will happen orwhat will I learn?I predict that . . .I think I will learn . . .

QUESTIONAfter reading, ask aquestion for others toanswer. Why . . .How . . .I wonder . . .

CLARIFYDiscuss ideas or wordswhose meanings werenot clear at first.I didn’t understand this,so I . . .

Video – Reciprocal Teaching

Hand

The answer is in the story

and is easy to find

The author said it Literal Reading on the lines

‘right there’ thinking

gatherdescribe

investigatesearch

talk aboutselect

listidentifyrecall

Head

The answer is in the story but

is harder to find

The author meant it InferentialReading

between the lines

‘think and search’ thinking

comparecontrastexplainreason

distinguishclassify

sortinfer

analyse

Heart

The answer is not in the

story; you have to answer it

The author would agree/disagree with

itEvaluative

Reading beyond the

lines

‘on my own’ thinking

evaluateimagine

speculatepredictjudge

estimateforecast

apply

Three levels of questions

What about Shared Reading as a small group approach to reading?

Turn and Talk

Literature Circles•Small, temporary discussion groups who have chosen to read the same story, poem, article or book.•Supports students to think, read and talk about a wide range of texts, enabling them to extend their comprehension and critical analysis skills.•In the early stages students can be assigned specific roles to support discussion. Roles can include but are not limited to:-Discussion director-Illustrator-Connector-Investigator• Groups are formed around a student selected text with the students assuming responsibility for the discussion and the direction it takes.

-http://goldfieldsliteracy.wikispaces.com/Literature+circles

Literature Circles

Literature circles or Book Discussions provide opportunities for students to:• collaboratively read, question and think about texts;• enjoy reading and discussing text and authors;• support each other in constructing meaning of texts read;• engage in natural conversations about texts read;• develop communications skills through listening, questioning and responding to the ideas of others;• consider a range of perspectives and authentic responses to what they have read.

There are children standing here,Arms outstretched into the sky,Tears drying on their face.He has been here.Brothers lie in shallow graves.Fathers lost without a trace.A nation blind to their disgrace,Since he's been here.

And I see no bravery, No bravery in your eyes anymore.Only sadness.

Houses burnt beyond repair.The smell of death is in the air.A woman weeping in despair says,He has been here.Tracer lighting up the sky.It's another families‚ turn to die.A child afraid to even cry out says,He has been here.

And I see no bravery,No bravery in your eyes anymore.Only sadness.

There are children standing here,Arms outstretched into the sky,But no one asks the question why,He has been here.Old men kneel and accept their fate.Wives and daughters cut and raped.A generation drenched in hate.Yes, he has been here.

And I see no bravery,No bravery in your eyes anymore.Only sadness.

No Bravery

Discussion Director

Investigator

Artful Artist/ illustratorOne Tin Soldier – Covenhttp://www.youtube.com/watch?v=mASbP3Eq1VE&feature=related(cartoon version – knights)

http://www.youtube.com/watch?v=8xR8rnUmtGU&feature=related(America fighting for oil in Middle East)

http://www.youtube.com/watch?v=_zko_Kgcq3w&feature=related(Band of Brothers)

http://www.youtube.com/watch?v=qswm7lHp7oY&feature=related(The legend of Billy Jack – racism in America)

http://www.youtube.com/watch?v=YCKQ1KfcyFg&feature=relatedWorld Trade Centre Tribute

http://www.youtube.com/watch?v=NR9MgDe_qbA&feature=relatedSteve Perry’s split with Journey

http://www.youtube.com/watch?v=qCCR2huE2m8&feature=relatedAnti America’s involvement in the war.

.

At times the travelling is easy,Sometimes the road’s rough and hard.At times you skim across the surface,Sometimes you dive to the depths.And once in a while you get: Bogged;Lost;Stuck in traffic on the way to the airport;Or totally led astray And like travelling, reading is dangerous.There are definite risks involved.You never come back To the same place you left fromBecause you’re changed by what you saw.Reading is always a journeyYou see, feel, learn things,And bring things back.Some you share with other peopleAnd some you keep for yourself.Yes, whenever I read it is a journeyAnd the strangest thing of allIs wherever I set out to get toIt is always a journey through ME.

Reading is a kind of journey.There are different ways to travelBy foot, by bike, by train, By car, by boat, by planeAnd so we read in different ways.And there are different reasons for travelling,So you read for different reasons too.Often you go just for fun:Sometimes it’s a job you must do.Maybe it is a quick trip to the shop To pick up something you need,Or perhaps it is a voyage into the unknown.At times you travel together,But often it’s you all alone.Often you know exactly where You want or need to get to;But often you don’t have a clue.Sometimes you map it out in advance,But sometimes you just go.Often where you get to matters a lot;Sometimes getting out of the house will do.

What connections can

You make?To SelfTo TextTo World

Literature Circles in the classroom

video

Which approach? Guided Reading – has a central role in leading students towards independencein reading. It provides strategic instruction in decoding and making meaningReciprocal Teaching – Metacognitive approach to comprehension and making meaningShared Reading – Opportunities for DRTA and Cooperative ClozeLiterature Circles – Thinking and talking about a wide range of text.

Where do they fit in the gradual release of responsibility model?

Where to next?

Small Group discussion – Breakfast Sessions – What are the Professional Learning needs of your Colleagues?

Individual – What will you do back at school?

Final share

Reference

• Breakthrough Fullan Hill and Crevola

• Teaching for Comprehending and Fluency Fountas and Pinnell

• Effective Literacy Practice 1-4 and 5-8 NZ Ministry of Education

• Beyond Leveled Books Szymusiak & Sibberson

• Teaching for Deeper Comprehension Dorn & Soffos

• Supporting Struggling Readers and Writers Strickland et al

• Victorian Essential Learning Standards DEECD

• www.education.vic.gov.au/studentlearning/teachingresources/english/literacy/default.htm