Picture Perfect Small Group Instruction

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Picture Perfect Small Group Instruction
Starring Lora Drum Kathy Keane
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Say cheese
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Cheese!
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Goals for Todays Professional Development
Session

• This workshop will offer participants the
  opportunity to learn effective strategies for
  teaching small-group guided instruction.
• Participants will learn
• ways to create powerful small-group lessons that
  introduce new vocabulary, strengthen
  comprehension, and require the students to think
  critically.
• Participants will also develop materials to use
  in literacy stations to
• keep the other students meaningfully engaged
  while the small group is being conducted.
• Literacy stations spotlight Writing, Making
  Connections, Fact/Opinion, Genre Study,
  Vocabulary Word- Building and many more!

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So what does Guided Reading look like?
W
K
L
H
Please complete a KWLH graphic organizer with the
people seated at your table.
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Physical Environment
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What is Guided Reading?

• Guided reading is teacher-supported reading of
  the text that are on the childrens instructional
  level.

• It is done in small groups of children (4-6) who
  share common instructional needs and reading
  abilities.

• Texts are teacher selected.

• Each child hold his/her own copy of the text.

• The teacher acts as a guide. The students are
  primarily responsible for the reading.

• During guided reading the teacher introduces the
  text, observes the students and oversees
  retelling.

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Guided Reading 101

• Small groups are composed of children that are
  similar in their development of a reading process
  and are able to read at about the same level of
  text
• Teacher introduces the stories and assists
  childrens reading in ways that help to develop
  independent reading strategies
• The goal is for children to read independently
• The emphasis is on reading increasingly
  challenging books over time
• Children are grouped and regrouped based on
  observation and assessments

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Why Do We Use Guided Reading?

• To improve fluency.

• To make instruction more personalized.

• Guided reading enables children to develop and
  use strategies of an independent reader.

• It allows children to gain confidence in their
  ability to read on their own.

• It allows for close observation of each student
  while reading.

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Goals of Guided Reading

• To teach comprehension strategies
• To teach students how to read and respond to all
  types of literature, including content texts
• To develop background knowledge and vocabulary
• To provide as much instructional-level material
  as possible
• To maintain the self-confidence and motivation of
  struggling readers

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What instructional resources do you need?
A designated place where the teacher can monitor
both the group and class.
Multiple copies of the book.
A clipboard or notepad to record observations.
Various teaching tools (sentence strips, white
boards, paper, etc.)
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How do you organize your students for a guided
reading lesson?
Assess students through running records, K-2
assessments, etc.
Establish groups of 4-6 students who are reading
at similar levels...
Adjust groups OFTEN!
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Grouping Configurations

• Three Ring Circus
• (self, partners, with teacher)
• Book Club Groups
• Literature Circles
• Small Group led by teacher

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What should students know before beginning guided
reading?
Some early reading behaviors such as
directionality, sound-symbol relationships and
some high frequency words.
Demonstrate appropriate book handling abilities.
These skills can be taught and practiced
during shared reading.
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What books/materials should I use?
Supportive and predictable texts
Leveled books that match the groups needs
Variety of genres
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Scott Foresman Links
http//classroom.jc-schools.net/waltkek/
http//www.scottsboro.org/flewis/RS20Teacher20P
age.htm http//www.perucsd.org/Reading20First/2n
dgrade/2nd20grade20spelling_words.htm
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How do you introduce the book?

• Establish a purpose for reading.

• Discuss the cover.

• Take a picture walk.

• State the main idea.

• Activate prior knowledge.

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What do you observe during reading?

• Fluency

• Students using strategies

• Growth and regrouping possibilities

• Teaching points to emphasize

• Strong points to praise

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What happens when students are finished reading?

• Students retell the story.

• Students share favorite part.

• Discuss story using higher level
  thinking questions.

• Demonstrate reading strategies.

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Predict-O-Gram

• Developed by Camille Blachowicz
• Predict-o-gram is a pre-reading means of
  prediction for what will happen in a story. It is
  also a post-reading means of checking the
  predictions for accuracy.
• Lets Give it a Try!
• Book available at
• http//www.co.napa.ca.us/Library/Site/4/142/378/Tu
  mbleBooks.aspx
• Click on Tumblebooks and then Index and scroll
  to
• Diary of A Fly

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What are the other kids doing while Im
conducting small group instruction?
Question of the Day
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Literacy Stations!
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What is a literacy center?

• A literacy center is a place or activity that
• Invites students to practice and apply
  strategies that have been taught
• and modeled in shared and guided literacy
  lessons
• Promotes reading, writing, speaking, listening
  and viewing

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• Literacy Centers give teachers the opportunity
  to
• Work with individual students
• Teach mini-lessons to small groups of students
• Teach guided reading or writing lessons
• Reteach concepts for struggling students
• Observe students reading skills

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• Literacy Stations give students the opportunity
  to
• Learn from their peers by talking to each other
  about their work
• Independently practice what youve taught
• them about reading and writing
• To allow them to experience time management and
  responsibility

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I Do, We Do, You Do

• It is Important to follow these basic steps when
  introducing literacy centers
• I Do- the teacher explicitly models the
  activities in each center
• We Do-the center activities are practiced with
  guidance- teacher circulates to check- in on
  students
• You Do- the students work independently on the
  activities at each center

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Creating a Learning Community

• Why do I want to implement centers in my
  classroom?
• Who will be doing the most work?
• What do I want my kids to do when they are in
  centers and not with me?
• Where will I put each center?
• When will center time be implemented in my day?

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Interacting as a Learning Community

• Literacy development is a social process.
  Students must have meaningful interactions with
  adults and peers in the classroom.

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Grouping Students

• Heterogenous
• Do I have students in this group that are too
  much alike?
• What is the learning style of each person in this
  group?
• Does one child dominate the group?
• How can I work with this group to ensure center
  success?
• Would the change of one or two students make a
  difference?

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Hold a Class Meeting

• Set a purpose for the center
• Identify materials to be used
• Fill out a Looks Like/Sounds Like Chart
• Role play procedures and routines
• Plan storage for completed projects
• Practice with smaller groups at first

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Tips for Successful Centers

• Various options for organizing the management
  system should be considered.
• MODELING is the key!
• Establishing routines, ensuring understanding of
  tasks, and establishing and enforcing rules is
  crucial.
• Should be set up to extend classroom instruction.
  
• Students should be working independently or with
  a buddy.
• Can be set up to move to next activity with or
  without a signal.
• Set up system for students to record when task is
  complete.
• Limit guided reading interruptions. Have a plan
  for students to follow.
• Establish other important signals to limit wasted
  time.
• Maintain centers with basic consistent procedures
  that do not change when content is changed.
• Set high expectations and revisit those
  expectations and standards frequently.
• Provide variety and choices for students with
  various instructional needs.

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Classroom Organization Management is Critical
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Literacy Centers Should

• Look like students are practicing tasks
  successfully. Centers are organized and students
  know how they should look like when they are
  working at them and how they should look when
  they are put away.
• Sound like quiet voices talking about books or
  discussing choices, lots of reading, and
  manipulation of equipment provided.
• Feel like they are calm, comfortable, and
  successful.
• Debbie Diller -Literacy Stations

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Mangagement Suggestions

• Donna Marriot, author of the popular book, What
  Are the Other Kids Doing? uses a weekly system
  that incorporates
• Have Tos,
• Once A Weekers,
• Free Choice
• She uses personal contracts to ensure that
  every student has completed the Have To
  centers. You may choose to create a center
  station board, individual contracts or a necklace
  system. The important thing is that you create a
  system that works for you and one that is clearly
  defined for the children.

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Storage

• Consider all of these options
• Doors, tables, shelves, carrols, filing
  cabinets, tubs, bags, cans, boxes, placemats,
  trays, backpacks, hoola hoops, diaper bags, lunch
  boxes, hanger pockets, pillow cases, backs of
  chairs, bulletin board, chalk board, desks,
  bathtubs, planters, nets, swimming bags, trunks,
  chest of drawers, plastic bins, folders, 3 ring
  binders, etc.,

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Containers

• Big Book Center
• Use a small trash can to store them and use the
  suction cup containers to place equipment needed.
• _Use an easel
• _Use an old chest of drawers
• _Use large pillow cases
• _Use artist portfolio case
• _Lay them on a rug with containers around

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More Containers

• Bookbags, lunch bags, diaper bags, suitcases,
  baseball card holders, umbrellas, laundry bags,
  cans, plastic containers, file folders,
  notebooks,
• Trays, project boards, boxes, tubs, baggies
• Window sills, doors, chains, hanger pockets
• Tent, sleeping bags, window sills
• Pocket charts, cassette holders

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Physical Environment
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Space

• Table cloths and mats can be spread out for a
  definition of space.
• A yard of material that cost 1.00 could define
  space and could have something on it that sticks
  with the theme of the center.
• Table with masking tape taping off certain areas
  for centers
• Gift bags are great to save space

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CONSIDERATIONS

• Sink location
• Window
• Boards
• Electrical Outlets
• Rugs
• Classroom configuration
• Door location

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Physical Environment
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Classroom Powerpoints

• www.pppst.com/themes.html

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Enough talk, already

• Lets get on with the show

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Daily/Weekly Station Chart for recording
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Management Reminders

• Critical to success of literacy stations
• Must be explicitly modeled for students
• Task/rotation boards as visual for status of the
  class
• Procedures for rotations, questions, station
  activities, and noise levels must be modeled

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What will I need for Literacy Centers?

• A well-organized literacy center system should
  include the following
• Signs and/or labels for each center
• Task board or work board to designate center
  rotation and assignments
• Explicit, illustrated directions
• Adequate storage and classroom space (shelves,
  tubs, cubbies, carts, baskets, folders, Ziplock
  baggies, etc.)
• Established routines for retrieval and storage
• Materials that address different learning styles
  and abilities (differentiated instruction)
• Signals for clean-up time
• Accountability
• Modeling by the teacher, more than once
• Choice!

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Other equipment you may need

• Pointers
• Chopsticks
• Flyswatters
• Large silk flowers
• Rulers
• Old wooden spoons
• Magic wands
• Munch animals
• Umbrellas
• Toothbrushes
• Halloween fingernails
• Dowel rods

• Highlighting tape
• Chart of names
• Props for drama
• Magnifying glasses
• Goggles
• Sunglasses
• Puppets
• All types of containers
• Buckets
• Backpacks
• Flashlights
• Key chains

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Steps to Success

• Set up your space
• Housing suggestions--
• ?Dedicated desk or table
• Baskets or tubs that move to student workspace
• Hula hoops on the floor
• Folder or envelope to take the centers to a desk
• Small gift bags or lunch boxes
• Project display boards
• Gift bags with themes

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TYPES OF CENTERS

• Reading Science/Soc.
  St.
• Writing ABC
• Math Handwriting
• Spelling/Word Work Art
• Poetry Computer
• Listening Interactive
  Center
• Drama
• Assessment
• Research

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Content Integration in Centers

• Seize the opportunity to make connections to
  science and social studies instruction
• Have students revisit informational text that
  connects with core reading

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Lets take a look at some ideas for primary
centers
Alphabet Center
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Alphabet block letters matching activity
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More alphabet center ideas
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Alphabet Sorting
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Alphabetical Order
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Word Family Sorting
Beginning Sound/Picture Sort
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Learning our names center activities
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Working with Words
Swat the word
Word family sorting
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Sight Word Tic Tac Toe
Word shape spelling
Magnetic Letter spelling
Word Work
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Letter sound/Picture spelling
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Making Words
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Making Words Clothesline
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Sight word game boards
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Popcorn Words
Worksheets can be designed so that students
highlight words as they find them or actually
write/record the words as the find them
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Sight word spelling practice using foam letters
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Two Quick Centers to Start Tomorrow

• READ THE ROOM WRITE THE ROOM
• Provide pointers and clipboards.
• Students will take the pointer and reread charts,
  posters, alphabet, numbers, etc.,
• Students will write any words they recognize or
  what the menu asks them to do.
• The teacher may ask them to only write the sight
  words they see or the words that begin with a
  certain letter.

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READ THE ROOM

• Pamphlets Charts
• Magazines Diaries
• Comics Big Books
• Menus Globes
• Newspapers Letters
• Maps Catalogs
• Postcards Pictures

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Accountability for Read and Write the Room

• Students could have certain words they are
  looking for to write down.
• Students could be looking for a certain letter
  only.
• Students could be writing only words that are on
  the word wall.
• Students could be looking for a certain sound.
• A sheet could be given that they mark when they
  see the word, letter, or sound.
• This can be set up for all levels of your
  students.

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ACCOUNTABILITY FOR READ AND WRITE THE ROOM

• This could be set up with a menu or
  accountability sheet so that the center is
  differentiated for all students to be successful.
  This is why you need to know your children and
  their skill levels in reading, writing, and math.

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Read and Write the Room Accountability Sheet
Examples
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Reading the Room
Examples of the kind of pointers and glasses that
help make reading FUN!!
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Read the Room Tools
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Environmental Print Books to Read
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Self-selected Reading
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Classroom Library
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Classroom Library
Books can be sorted by author, genre, topic,
theme, etc.
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Reading Tubs
sorted by topics
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http//classroom.jcschools.net/waltkek/Classroom.h
tml
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Things to do During Reading Time Read around
the room. Read from your book box. Read a big
book. Read a fairytale or folktale. Read an
ABC book. Read a book at the Listening
Center. Read books our class has written.
Read from your journal. Read from your writing
folder. Read at the overhead projector. Read
an information book.
-from Guided Reading- Fountas
Pinnell
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Story retelling props, syllable clap gloves,
whisper phones
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Retelling Props
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Poetry
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Pocket Charts
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Writing sight words on magna doodle
Writing Center Ideas
Write the room
Creative writing
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Listening Station
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Thematic ideas for center use
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Ideas for Portable Centers
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Some options for using all available spaces
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FREQUENTLY ASKED QUESTIONS?

• Mobile or stationary centers?
• How many at a center?
• How do they choose a center?
• What accountability should I expect?
• How can I manage all of the center changes and
  grading?
• How many centers should be in the room?
• How often should they change?
• What about the noise?
• How do you track where they have been?
• What about assessment?

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Ask yourself this first

• What are you responsible for teaching?
• NCSCOS goals and objectives

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Then you can begin to think about..

• What centers would work well in my classroom with
  what I have to teach?
• What does my class look like as readers and
  writers?
• How many levels do I have in my class this year?
• What accountability should I assume for each
  center?

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Accountability or mastery is what the teacher is
going to grade or analyze

• The PRODUCT is what they turn in to be graded.
• Products can be set up by the MENU LIST so that
  all types of learners have a chance to complete
  something they can have success with.
• Products can be set up to challenge the gifted
  and give extra practice for the at risk student.
• Products are showing that you understand what the
  center is all about.

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Example of a Leveled Menu
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6- Week Spelling Menu
WIKKI STIX
LIMA BEANS
STAMPS
MAGNETIC LETTERS
COMPUTER
TILE LETTERS
Students must use their spelling words with each
of these. They can choose any of the circles to
use each week. By the end of six weeks, they
must have used all 6 ways.
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Recording Menu This will keep track of where
they have been by coloring in the box of what
they completed that week.
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Accountability Sheets

• Today I went to
• __________________.
• At the center I ______
• __________________
• __________________.
• I liked this center.
• Yes No
• Why?

• Today is
• M T W TH F
• I went to this center
• 2 3
• 4 5 6

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Turn and Talk

• Discuss products and the menus that we
• just looked at.
• Write down any questions you have while talking
  with someone about the leveled menu and how it
  can produce a differentiated product to be graded.

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TRAIN THE TROOPS

• Start with one or two centers.
• Introduce the center after introducing a lesson
  you want them to practice.
• Show the center items.
• Model how to use the center from getting it out,
  using it properly, and putting it away.
• Then let them practice getting it out and putting
  it away.

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Training Stage 2

• The next day, send two people to the center to
  model in front of the group how to get it out,
  use it, and put it away.
• Then let two more do it.
• Let them talk about what could happen in the
  center and what rules should be posted in the
  center and how many people should be in the
  center at a time.
• Chart their responses and set the center up with
  their rules and the occupancy sign.
• Then let some students use the center again as an
  example.

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If you dont train them, the center idea will NOT
work

• Training the students how to use the center from
  the beginning to the end is the most important
  part of center work.
• Always have a prototype of what you expect as a
  good example of a product from the center. This
  way they will have something to strive for.

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When/If Centers Break Down

• What is the problem?
• Have I modeled expectations and activities?
• Is the problem with the center or an activity
  within the center?
• Are there too many activities in the center?
• Or not enough?
• What is the real purpose of this center and/or
• activity?
• What are some possible solutions?

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Management of Centers

• Center Chats-
• Talk about the center problems.
• Discuss what you can do to solve them.
• Post the problem and the solution in the room for
  student reference.
• Discuss what should be done when center work is
  done before the ending time.
• Assign a center director or a class advisor.
  This person will direct /advise people to the
  reference sign or write down the problem for
  discussion.

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Focus on these things when using literacy centers

• Debbie Diller who wrote Literacy Work
  Stations says
• Focus on practice and purpose, not stuff
• Begin with what you want to teach
• Link to your teaching
• Slow down to speed up
• Training is the key to success
• Balance process and product
• Each center does not have to have a product
• 5. Less is more-Simplify-Use novelty to get
  attention

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Literacy Station Information

• http//www.busyteacherscafe.com/literacy_stations/
  main.htm

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Literature Circles
Literature circles are student lead discussions
that revolve around a book.  Students work in
groups to discuss books of their choice, taking
on roles to help facilitate the work.
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Book Clubs

• Each group reads a different book
• Books selected are tied together in some way
  (ex. topic, author, theme, genre, etc.)

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Self-selected Reading

• Teacher models how to select books appropriate to
  childs reading abilities- ex. too hard, too
  easy, just right books
• Students select the books that they wish to read
  based upon their interests, likes, etc
• Students read to themselves

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End of Day 1

• Homework
• Create Sticky Notes for a Predict-O-Gram lesson
  using a favorite picture book that you will use
  in your classroom next year

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Day 2

• Review of Guided Reading (powerpoint)
• Reading Strategies (powerpoint/handouts)
• Rotations Guided Reading Group
• Literature Circle
• Self-selected Reading
• Literacy Stations
• Make-N-Take Literacy Station

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So what does a picture perfect guided reading
look like?

• Guided Reading lessons usually have a before
  reading phase, during reading phase, and an after
  reading phase.
• Depending on the text being read, the
  comprehension strategies being taught, and the
  reading levels of the students, a variety of
  before, during, and after reading variations are
  used

http//www.busyteacherscafe.com/teacher_resources/
literacy_pages/guided_reading.htm
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Directions Read the following paragraph and be
prepared to answer questions.

• The Montillation of Traxoline
• (attributed by Judy
  Lanier)
• It is very important that you learn about
  traxoline. Traxoline is a new form of zionter.
  It is motilled in Ceristanna. The Ceristannians
  gristeriate large amounts of fevon and then
  bracter it to quasel traxoline. Traxoline may
  well be one of our most lukized snezlaus in the
  future because of our zointer lescedlidge.

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Answers

• What is traxoline? Traxoline is a new form of
  zionter
• Where is traxoline montilled? It is montilled in
  Ceristanna.
• How is traxoline quaselled? The Ceristannians
  gristeriate large amounts of fevon and then
  bracter it to quasel traxoline.
• Why is it important to know about traxoline?
  Traxoline may be one of our most lukized snezlaus
  in the future because of our zionter lescelidge.

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Reading Strategies

• Before Reading- help build and access prior
  knowledge make connections to personal
  experiences, develop vocabulary essential for
  comprehension, make predictions and set a purpose
  for reading
• During Reading- monitor comprehension, ask
  themselves questions to clarify, check on
  predictions
• After Reading- help make connections to new
  knowledge and what they knew before, follow up on
  predictions, and discuss what they learned and
  how they are becoming better readers by using
  strategies
• http//www.busyteacherscafe.com/teacher_resources/
  literacy_pages/comprehension_strategies.htm

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Prediction

• Using what you know to make a good guess
• Picture Walks
• Predict-O-Gram
• Anticipation Guides
• KWLH
• Rivet
• Inferring
• Drawing conclusions, making predictions,
  evaluating, judging, and reflecting on your
  reading.

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Visualization

• Creating a picture in your mind. Using all of
  your senses to connect to the text.
• Sketch to Stretch
• Talking Drawings

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Questioning

• Asking and searching for answers before, during
  and after reading helps build comprehension
• QARs
• Think Alouds
• I wonder
• What if

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Making Connections

• Using what you know to understand the text
• Text-to-Text
• Text-to-Self
• Text-to-World
• http//quest.carnegiefoundation.org/dpointer/jenn
  ifermyers/workshopapproach.htm
• (Getting Started on Text To Text Connections)

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SynthesizingCombining new ideas with what you
already know to get something new and different.
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Summarization

• Knowing how to find and organize important key
  facts or story events from text
• Story Maps
• Story Pyramids
• Beach Ball Toss
• Ten Important Sentences

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Monitoring Comprehension

• Using fix-up strategies when you come to a new
  word that you dont know or a part that you dont
  understand
• Look at words around the unknown word
• Use picture/illustration as clues
• Look for familiar parts within the word
• Go back and reread the portion that you dont
  understand
• Read ahead to gain more information

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Strategies Before, During, AfterReading

• http//www.mandygregory.com/reading_strategies.htm

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Sample Guided Reading Lessons

• http//www.debfourblocks.com/lessonspage/lessons_g
  uidedreading.html

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References

• Guided Reading, Irene C. Fountas Gay Su
  Pinnell, Heinemann, 1996
• The Teachers Guide to Big Blocks, Amanda Arens,
  Karen Loman, Patricia Cunningham, Dorothy Hall,
  Carson Dellosa Publishing Co., 2005
• Strategies That Work, Stephanie Harvey, Anne
  Goudvis, Stenhouse Publishers, 2000
• Practice With Purpose Literacy Work Stations for
  Grades 3-6, Debbie Diller, Pembroke Publishers,
  2005
• Guided Reading The Four Blocks Way, Patricia
  Cunningham, Dorothy Hall and James Cunningham,
  Carson Dellosa, 2000