Vision: Every child in every district receives the instruction that they need and deserve…every day.
Small Group Instruction During
Core Reading
Spring Conference 2014
Bend, Oregon
Oregon Response to Intervention
Why use skill/s focused small group
instruction?
• Without effective initial classroom instruction
and strongly differentiated instruction by
classroom teachers, the need for
intervention specialists may simply
overwhelm school resources because too
many students will not make expected yearly
progress.
Center on Instruction, 2007
Oregon Response to
www.oregonrti.org
Today’s focus
• What is skill/s focused small group
instruction during the core?
• How do you place students into skill/s
focused small groups?
• How do you plan for small instructional
groups?
Oregon Response to
www.oregonrti.org
Today’s focus
• What is skill/s focused small group
instruction during the core?
• How do you place students into skill/s
focused small groups?
• How do you plan for small instructional
groups?
Oregon Response to
www.oregonrti.org
Two Purposes of Small Group
Instruction
1. Reduce Deficit Skill/s
• Provide focused
instruction & practice on
skills that are missing
– May not be within the
scope of that grade level’s
instruction
• Ex. Third grade students
needs basic phonics
(continuous blending with
CVC words)
Oregon Response to
2. Increase Grade Level
Skill/Strategy use
• Practice the
skill/strategy that was
taught during the whole
group during small
group
• Ex. Summarizing is
taught in whole
group....review
summarizing with
accessible text
during
www.oregonrti.org
Today’s focus
• What is skill/s focused small group
instruction during core?
• How do you place students into skill/s
focused small groups?
• How do you plan for small instructional
groups?
Oregon Response to
www.oregonrti.org
How do you place students in
skill focused small groups?
1. Determine basic skill needs through
Universal Screening (DIBELS Next,
easyCBM)
2. Identify the target skill
– To better match students skill needs
•
•
Core reading assessments
Diagnostic assessments
3. Determine strategy need
– To understand how to instruct
Oregon Response to
www.oregonrti.org
How do you place students in
skill focused small groups?
1. Determine basic skill needs through
Universal Screening (DIBELS Next,
easyCBM)
2. Identify the target skill
– To better match students skill needs
•
•
Core reading assessments
Diagnostic assessments
3. Determine strategy need
– To understand how to instruct
Oregon Response to
www.oregonrti.org
Determining Basic Skill Needs
for Small Groups
CCSS: Reading Literature
& Informational
CCSS: Foundational Skills
CCSS:
Language
Oral Reading
Fluency
Phonemic Awareness
Oregon Response to
Vocabulary (voc)
Comprehension
Phonics
and accuracy
www.oregonrti.org
1. How do you determine basic skill
needs using Universal Screeners?
Likely to Need Core Support: (Benchmark) Additional support on the fluency of
reading connected text skills: (Strategic)
Accuracy & Fluency
Additional support on reading connected
text with accuracy: (Strategic)
Accuracy & Fluency
Oregon Response to
Accuracy & Fluency
Additional support on accurate & fluent
reading of connected text: (Intensive)
Accuracy & Fluency
www.oregonrti.org
Determining Basic Skill Needs
Student
Accuracy
Fluency
Composite
Miranda
55%
30
Intensive
Joey
99%
81
Benchmark
Nate
95%
69
Miles
61%
45
Strategic
Intensive
Addison
88%
14
Intensive
Tyler
80%
52
Intensive
Andrew
89%
70
Strategic
Oregon Response to
www.oregonrti.org
Placing students into groups: (Benchmark)
Accurate & Fluent
Student
Accuracy
Fluency
Composite
Miranda
55%
30
Intensive
Joey
99%
81
Benchmark
Nate
95%
69
Miles
61%
45
Strategic
Intensive
Addison
88%
14
Intensive
Tyler
80%
52
Intensive
Andrew
89%
70
Strategic
Joey
Placing Students into Small Groups:
(Strategic) Accurate & Not Fluent
Student
Accuracy
Fluency
Composite
Miranda
55%
30
Intensive
Joey
99%
81
Benchmark
Nate
95%
69
Miles
61%
45
Strategic
Intensive
Addison
88%
14
Intensive
Tyler
80%
52
Intensive
Andrew
89%
70
Strategic
Nate
Placing Students into Small Groups:
(Strategic) Not Accurate & Fluent
Student
Accuracy
Fluency
Composite
Miranda
55%
30
Intensive
Joey
99%
81
Benchmark
Nate
95%
69
Miles
61%
45
Strategic
Intensive
Addison
88%
14
Intensive
Tyler
80%
52
Intensive
Andrew
89%
70
Strategic
Andrew
Placing Students into Small Groups: (Intensive)
Not Accurate & Not Fluent
Student
Accuracy
55%
Fluency
30
Composite
Intensive
Joey
99%
81
Benchmark
Nate
95%
69
Miles
61%
45
Strategic
Intensive
Addison
88%
Tyler
80%
14
52
Intensive
Andrew
89%
70
Strategic
Miranda
Intensive
Miranda, Miles, Addison, Tyler
How do you place students in
skill focused small groups?
1. Determine basic skill needs through
Universal Screening (DIBELS Next,
easyCBM)
2. Identify the target skill
– To better match the intensity of students skill
needs
•
•
Core reading assessments
Diagnostic assessments
3. Determine strategy need
– To understand how to instruct
Oregon Response to
www.oregonrti.org
2. How do you better identify the
target skill need/s?
Group
Benchmark
Accurate and fluent
Need
Comprehension
skill/strategy (CCSS:
Reading Literature &
Informational)
Strategic
Not accurate but fluent
Phonics
(Foundational skills)
Strategic
Accurate but not fluent
Fluency
(Foundational skills)
Intensive
Not accurate and not
fluent
Phonics and fluency
(Foundational skills)
Oregon Response to
Assessment
Core assessments
Diagnostic phonics
assessment
Diagnostic phonics
assessment
www.oregonrti.org
Identifying Target Phonics
Skills
Oregon Response to
95% Group
www.oregonrti.org
Phonics Skills:
Diagnostic Assessment
Oregon Response to
www.oregonrti.org
Phonics Diagnostic Assessment
Kindergarten
Tasks 1-4 & 5A
First
Tasks B-F
Second: Task G
Third: Task H
Miranda & Miles’ Skill Needs
10
9
17
6
9
5
First
Tasks B-F
3
Second: G
Miranda & Miles’ Needs
Skill Need
Strategy Need
Long Vowel Sounds & Silent E
Oregon Response to
www.oregonrti.org
Talk Time
• How is this process similar or different to
how you have set up your small groups for
core instruction?
Oregon Response to
www.oregonrti.org
How do you place students in
skill focused small groups?
1. Determine basic skill needs through
Universal Screening (DIBELS Next,
easyCBM)
2. Identify the target skill
– To better match students skill needs
•
•
Core reading assessments
Diagnostic assessments
3. Determine strategy need
– To understand how to instruct
Oregon Response to
www.oregonrti.org
Determining Strategy Needs
• There is a continuum of blending
strategies that can be applied to teaching
the phonics skills.
• Determine what the best blending strategy
is in applying the phonics skills that they
need to learn
– Based on where they are breaking down in
their blending mistakes.
Oregon Response to
www.oregonrti.org
Determining Continuum of
Phonics Blending Strategies
Continuum of Phonics Blending Strategies
Templates
Sounds/blending Kindergarten/Early First Grade
Sounds: (e.g., saying letter sounds)
2
Continuous Sound Blending: (mmmaaat)
9
Sounds-spelling/blending
First/Second Grade
Reading Sound Spellings:
(ai, a_e, oy, ar)
Sound by Sound Blending:
(p,pl, plai, plain, plain)
Word reading spelling focused:
High frequency words
(ai, plain)
Kindergarten/First/Second Grade
7
8
10
3
Introduce words Say it, spell it, say it
Reading Words: say the word (building automaticity)
Oregon Response to
www.oregonrti.org
What are Miranda & Miles’
Blending Strategy Needs?
Skill Need
Long Vowel Sounds & Silent E
Blending Strategy
Need
?
Remember: They passed reading CVC Words & Short
Vowel/Consonant blends/Diagraphs
Oregon Response to
www.oregonrti.org
General Guidelines: Decodable Text
Oregon Response to
www.oregonrti.org
Talk Time
• How would you use these reading
decodable text strategies in your small
group?
Oregon Response to
www.oregonrti.org
Today’s focus
• What is skill/s focused small group
instruction?
• How do you place students into skill/s
focused small groups and determine
instructional needs?
• How do you plan for small instructional
groups?
Oregon Response to
www.oregonrti.org
How do you plan for small group
instruction?
1.Choose the materials that match the skill
need
2. Plan the amount of time in specific
materials
3.Determine the best instructional
approaches
Oregon Response to
www.oregonrti.org
How do you plan for small group
instruction?
1.Choose the materials that match the skill
needs
– Core materials
– Enhancements
2.Plan the amount of time in specific
materials
3.Determine how to best provide instruction
for that need
Oregon Response to
www.oregonrti.org
Gallery Walk of Materials
Core Materials
•
•
•
Decodable books
Leveled Readers
Sound Spelling cards
•
Which part of core is the material
found at your grade level?
Resources
•
Alternatives to Round Robin
Reading.
–
•
Purpose of text types:
–
•
•
What alternatives might you want
to try or what have you used that
has been effective?
Which big 5 area is the text type
linked to?
Explicit Phonics Lesson
Small Group Lesson Planning Guide
Oregon Response to
Enhancement Materials
• FCRR
• Lines of practice
• Templates
– Blending routines
• What was something
new to you?
– How can it help your
instruction?
• What was something that
you knew/have used
before?
– How did it help your
instruction?
www.oregonrti.org
Understanding Materials
Core Materials
Primary time of
instruction
Purpose
Anthology
Whole group
Teach skill/strategies
Leveled Readers
Small group
Practice skill/strategy and build
fluency/vocab
Decodable Text
Small group
Build phonics & fluency
Enhancements
Where
Purpose
Templates
Whole group/Small group
Practice skills taught
Explicit
Phonics/Vocab
Lesson
Whole group/small group
Increase mastery of skills
taught
Oregon Response to
www.oregonrti.org
How do you choose materials for the deficit skill?
Big 5
Core Materials
Enhancements
Phonological
Awareness
Templates, PA
activities, FCRR
Phonics
Explicit Phonics
Lesson routine,
Templates, lines of
practice, FCRR
Fluency
Supplemental
Phonics for
Reading, Road to
the Code
Leveled readers Templates
6 Minute Solution,
Junior Great Books,
lines of practice, FCRR
1. What is available from the core to support the deficit skills?
2. If not available in the core, what enhancement materials can be
used to support the deficit skill?
3. If enhancements have been tried and PM data indicate that they
aren’t successful, examine supplemental materials
Plan for the amount of time in specific
materials: (deficit skill)
Deficit Skill need
PA, Alphabetic Principle, & Basic Phonics, Intensive
Fluency
Alphabetic principle & Basic Phonics,
Fluency
Intensive
Accuracy in connected text
Strategic
Fluency
Strategic
Continued grade level support
Benchmark
Oregon Response to
4 days of PA/Phonics
(decodable text &
enhancements)
3-4 days of Phonics
(decodable text&
enhancements)
3-4 days of Multisyllabic
(decodable text &
enhancements)
5 days of fluency practice
along with the other “Big
Five” & enhancements
Practice Core
skill/strategy
1 day vocabulary/comprehension
(leveled reader)
1-2 days of vocabulary/comprehension
(leveled reader)
1-2 days of vocabulary/comprehension
(leveled reader)
5 days of vocabulary/comprehension
(leveled reader)
5 days of vocabulary/comprehension
(leveled reader)
www.oregonrti.org
How do you choose materials for practicing the
whole group skill/strategy?
Big 5
Core Materials
Enhancement
Vocabulary
Vocabulary materials
from the core
(Vocabulary Reader)
Explicit Vocabulary Routine, Content
Area Text Reading (Anita Archer),
Bringing Words to Life (Isabel Beck)
Comprehension
Comprehension
materials from the
core (graphic
organizers, story maps
etc., Leveled Readers)
Content Area Text Reading (Anita
Archer), Marzano, scaffolding of
leveled readers (i.e., listening to
reader)
1. What is available from the core to support the skill and/or
strategy?
2. If not successful with core materials , examine what enhancements
might support the skill and/or strategy?
Plan for the amount of time in specific
materials (skill/strategy)
Deficit Skill Need
PA, Alphabetic Principle, & Basic Phonics, Intensive
Fluency
Alphabetic principle & Basic Phonics,
Fluency
Intensive
Accuracy in connected text
Strategic
Fluency
Strategic
Continued grade level support
Benchmark
Oregon Response to
4 days of PA/Phonics
(decodable text &
enhancements)
3-4 days of Phonics
(decodable text&
enhancements)
3-4 days of Multisyllabic
(decodable text &
enhancements)
5 days of fluency practice
along with the other “Big
Five” & enhancements
Practice whole
group skill/strategy
1 day vocabulary/comprehension
(leveled reader)
1-2 days of vocabulary/comprehension
(leveled reader)
1-2 days of vocabulary/comprehension
(leveled reader)
5 days of vocabulary/comprehension
(leveled reader)
5 days of vocabulary/comprehension
(leveled reader)
www.oregonrti.org
Oregon Reading First: http://oregonreadingfirst.uoregon.edu/
Writing Objectives for the group
Objectives for deficit skill
Objectives for practicing
skill/strategy
Group will use continuous
sound blending
independently when
reading decodable book
with 98% accuracy.
• Group will summarize
(beginning, middle, end)
the leveled reader
independently with 90%
accuracy.
(skill/strategy need, materials, and
accuracy)
Oregon Response to
www.oregonrti.org
Write Objectives for Miranda &
Miles’ Needs
Skill Need
Long Vowel
Sounds & Silent
e
Blending Strategy Need
Soundsspelling/blending
• Sound spellings (#7)
• Sound by sound
blending (#8)
Oregon Response to
Comprehension Need
Main Idea/Details
www.oregonrti.org
Weekly Plan
Explicit Phonics Lesson
Oregon Response to
www.oregonrti.org
Questions
Oregon Response to
www.oregonrti.org
References
• Florida Center for Reading Research (FCRR)
– Student Centered Activities for the Big 5
• Oregon Reading First
– Templates
– Lines of Practice
• Reading Rockets
– Articles and videos
• Anita Archer (Decoding/Phonics)
– http://miblsi.cenmi.org/LinkClick.aspx?fileticket=M
HqTYYRqv-E%3D&tabid=1408
Oregon Response to
www.oregonrti.org
Identifying Target Phonics
Skills
CCSS: Foundational Skills Phonics
Oregon Response to
(95% Group)
www.oregonrti.org