Small Group reading instruction - PowerPoint Presentation

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Small Group reading instruction

A Differentiated Approach to Reading Instruction (The Tyner Model & supporting materials)Facilitator: Lynn WhiteSAGE October 24th, 2014Slide2

If only it were this easy…Slide3

The Small Group differentiated reading model

Reading Research-Based Instructional ComponentsFluency/ RereadingWord StudyVocabulary/ Word Bank

Comprehension/ New Read

Students Progress on a continuum:

Stage One: Emergent Reader

Stage Two: Beginning Reader

Stage Three: Fledgling ReaderStage 4: Transitional ReaderStage 5: Independent ReaderSlide4

Stage 1: Emergent Reader

Beginning Student CharacteristicsKnows less than half of the alphabetHas no concept of wordHas little phonemic awarenessRecognizes few or no sight wordsMajor FocusesUsing memory and picturesRecognizing and reproducing letters of the alphabet

Tracking print

Recognizing 15 sight wordsSlide5
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Fluency

(Rereading) Level___________________________



Tracking Print

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Concept of Word

Whisper Read Lead Read Choral Read

Comments/Out-of-Group Activities

Word Study

(Alphabet Recognition and Production)

Alphabet Focus: ____________________

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Math Game

 Memory or  Alphabet ProductionWriting (Cut-Up Sentence) _____________________________________________________________________________Group Sentence or Individual SentenceVocuabulary (Work Bank) Sight Words: 0-15 Word WizardComprehension (New Read) LevelBefore Reading Picture WalkDuring Reading Echo Read  Choral ReadAfter ReadingRecalling to Summarize Concept of Word

Reading Lesson Plan: Emergent Reader (Stage 1)Slide7

Stage 1: Independent activities

Match Game: Mimio Demo Memory: Mimio Demo Alphabet ProductionWhiteboards, magnetic boards, Wikistix, pipecleaners

,

playdough

,

floam

, chalkboards, HWT materialsWriting Cut-up SentencesVocabulary (Word Bank)Word Wizard/ NotWord HuntMemorySlide8
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Stage 2: beginning reader

Beginning Student CharacteristicsKnows half or more of the alphabetHas the ability to track printIs able to hear some soundsRecognizes 15 sight wordsMajor FocusesCompleting alphabet recognition and productionUsing beginning and ending consonant sounds

Recognizing 50 sight words

Reading simple text

Using sentence context and pictures or word recognition cues to decodeSlide10
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Fluency

(Rereading) Level___________________________



Lead Read



Choral

ReadWhisper Read

Comments/Out-of-Group Activities

Word Study

(Alphabet, Phonemic Awareness, Phonics)

Alphabet Focus: ____________________

Beginning Consonants

Lesson # _________________________

Beginning DigraphsLesson # _________________________Beginning BlendsLesson # _________________________ Picture Sorting or Picture-Letter Match Spell Check ____________________Writing (Cut-Up Sentence)_____________________________________________________________________________Group Sentence or Individual SentenceVocuabulary (Work Bank) Sight Words:  15-35  35-50 Word WizardComprehension (New Read) LevelBefore Reading Picture Walk Making Text ConnectionsMaking PredictionsDuring Reading Teacher QuestioningAfter ReadingRetelling to Summarize

Reading Lesson Plan: Beginning Reader (Stage 2)Slide12

Stage 2: Independent activities

RereadingToobaloos (reading telephones)Individual Reading Boxes/Bags/BinsBuddy Reading LogStudents record themselves reading a book.Record & Reflect SheetListening Centre

Listen & Record Sheet

Word Study

Picture sorts –

Mimio

DemoInitial Sound picture huntMemoryBingoWritingPaste cut-up sentences in journal, draw pictureVocabulary (Word Bank)Ziplock bag sentencesSlide13

Break

Please take 15 minutes to grab a coffee or check out the displays in the mini-gymSlide14

Stage 3: fledgling reader

Beginning Student CharacteristicsConfirms with beginning and ending consonant soundsRecognizes 50+ sight wordsReads simple textMajor FocusesRecognizing and using word families in reading and writingRecognizing 100+ sight words

Reading more complex texts

Developing fluency

Developing comprehension strategies

Self-correcting errorsSlide15
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Fluency

(Rereading) Level___________________________



Whisper Read



Lead Read

Choral Read

Comments/Out-of-Group Activities

Word Study

(Phonics)

Word Families Lesson #: _______________

Short Vowel Lesson # _________________

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Card Sort or  Elkonian BoxesOr Spelling Sort or  Word Scramble Spell Check ____________________Writing (Sentence Dictation)___________________________________________________________________________________________________Vocuabulary (Work Bank)Sight Words:  50-75  75-100 Word WizardComprehension (New Read) LevelBefore Reading Make Predictions  Making Text Connections Previewing Story Vocabulary ___________________________________________________________________________During Reading Teacher Questioning Student QuestioningAfter Reading



Retelling to Summarize

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Using Graphic Organizer to Summarize

Reading Lesson Plan: Fledgling Reader (Stage 3)Slide17

Stage 3: independent activities

Fluency (Rereading)ToobaloosIndividual Reading Boxes/Bags/BinsBuddy Reading LogRecord themselves reading a bookRecord & Reflect Read the Room

Word Study

Word Hunt

Memory

Word Sorts

WritingStudents choose two words from each pattern, write a sentence with each wordStudents choose 7 or 8 alphabet letters and make or write as many words as possible using various letter combinationsVocabulary (Word Bank)Students highlight sight words in newspapers/magazinesWord WizardStudents alphabetize sight wordsComprehension (New Read)Place new reads in group or individual reading bins for independent rereading.Use graphic organizers to write a short summary based on the storyIllustrate vocabulary from the storyComplete a story map based on the storyChoose one page from the story for students to practice and read aloud to the group the next daySlide18

Stage 4: transitional reader

Beginning Student CharacteristicsRecognizes word families in isolation and in textsRecognizes 100+ sight wordsReads developed textMajor FocusesUsing common vowel patterns in reading and writing

Developing independent reading using decoding and comprehension strategies

Developing fluencySlide19
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Fluency

(Rereading) Level___________________________



Whisper Read



Choral Read

Lead Read

Comments/Out-of-Group Activities

Word Study

(Phonics)

Vowel Patterns Lesson #: ______________



Card Sort or

 Spelling Sort  Word Scramble or  Word Ladders Writing (Sentence Dictation)__________________________________________________________________Comprehension (New Read) LevelBefore Reading Previewing Story Vocabulary ___________________________________________________________________________ Making Text Connections Making Predictions Previewing Text Structure (Nonfiction)During Reading Teacher Questioning Student QuestioningAfter Reading Summarizing Using Graphic Organizer Reading Lesson Plan: Transitional Reader (Stage 4) Slide21

Stage 4: independent activities

Fluency (Rereading)Reading Boxes/Bags/BinsBuddy Reading LogsRecord themselves reading a bookRead the RoomPoetry BoxWord StudyWord Hunts

Memory

Word Sorts

Writing

Write words using pattern words

Choose letters and have students make or write words that begin with each letterSort cards by patterns and write them in a notebookVocabulary (Word Bank) Highlight sight words in newspapers/magazinesWord WizardAlphabetize sight wordsComprehension(New Read)New reads in group/individual reading box for rereading by studentsUse graphic organizer to write a short summary based on a storyIllustrate vocabulary from the storyComplete a story map based on the storyChoose one page from the story for students to practice reading with the group the next daySlide22

Stage 5: independent reader

Beginning Student CharacteristicsReads and writes independentlyUses strategies to figure out new wordsReads fluentlyUses common vowel patterns and word features in reading and writingMajor FocusesDeveloping diverse comprehension strategies

Using complex vowel patterns

Developing fluency in a variety of texts

Responding to text in a variety of waysSlide23
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Fluency

(Rereading) Level___________________________

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Poem



Reread Text

Comments/Out-of-Group Activities

Word Study

(Phonics and Word Features)

Vowel Patterns 2 Lesson #: ____________

Word Features Week # _______________



Spelling Sort or  Word Laddersor  Word Scramble  Writing (Sentence Dictation)__________________________________________________________________Comprehension (New Read) LevelBefore Reading Making Text Connections Building Background Knowledge Previewing Story Vocabulary ___________________________________________________________________________ Previewing Text Structure (Nonfiction) Making PredictionsDuring Reading Teacher Questioning Student QuestioningAfter Reading Summarizing (Main Ideas/Details, Compare/Contrast, Sequencing, Story Elements, Cause/Effect Relationships Summarizing With Vocabulary

Reading Lesson Plan: Independent Reader (Stage 5)Slide25

Stage 5: independent activities

All activities continue from Stage 4. Slide26

Classroom Support

Professional DevelopmentTyner VideosSummary of Stages 1-5Tyner BindersFountas & Pinnell AssessmentDaily 5 & Café

Words Their Way

Modelled Lessons

ERI sessions

Lessons in classroom

Co-teachingWeekly Collaborative PlanningLiteracy LunchesOngoing SupportUpdated materialsMimio Lesson sharingSpelling CitySlide27

Spelling city

http://www.spellingcity.comLogin: victorhlwyatt2013Password: spellingrocks13

or from your own login

Click on

Find a List

Type in

Lynn WhiteChoose the one at Victor WyattImport lists from my account to yoursSlide28

Questions?

Lynn.White@lrsd.net