Small Group Instruction During Core Reading
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Transcript of Small Group Instruction During Core Reading
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Vision: Every child in every district receives the instruction that they need and deserve…every day.
Oregon Response to Intervention
Vision: Every child in every district receives the instruction that they need and deserve…every day.
Small Group Instruction During Core Reading
Spring Conference 2014Bend, Oregon
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Oregon Response to Intervention
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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
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Oregon Response to Intervention
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?
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Oregon Response to Intervention
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?
![Page 5: Small Group Instruction During Core Reading](https://reader036.fdocuments.net/reader036/viewer/2022062305/56816600550346895dd9302b/html5/thumbnails/5.jpg)
Oregon Response to Intervention
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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)
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 small group
Two Purposes of Small Group Instruction
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Oregon Response to Intervention
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?
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Oregon Response to Intervention
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
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Oregon Response to Intervention
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
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Oregon Response to Intervention
www.oregonrti.org
Vocabulary (voc)
Phonemic Awareness
Phonics and accuracy
Oral ReadingFluency
Determining Basic Skill Needs for Small
Groups
Comprehension
CCSS: Foundational SkillsCCSS: Reading Literature & Informational
CCSS: Language
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Oregon Response to Intervention
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)
Additional support on reading connected text with accuracy: (Strategic)
Additional support on accurate & fluent reading of connected text: (Intensive)
Accuracy & Fluency Accuracy & Fluency
Accuracy & Fluency Accuracy & Fluency
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Oregon Response to Intervention
www.oregonrti.org
Determining Basic Skill Needs
Student Accuracy Fluency Composite
Miranda
Joey
Nate
Miles
Addison
Tyler
Andrew
55% 30 Intensive
99% 81 Benchmark
95% 69 Strategic
61% 45 Intensive
88% 14 Intensive
80% 52 Intensive
89% 70 Strategic
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Oregon Response to Intervention
www.oregonrti.org
Student Accuracy Fluency Composite
Miranda
Joey
Nate
Miles
Addison
Tyler
Andrew
55% 30 Intensive
99% 81 Benchmark
95% 69 Strategic
61% 45 Intensive
88% 14 Intensive
80% 52 Intensive
89% 70 Strategic
Joey
Placing students into groups: (Benchmark) Accurate & Fluent
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Oregon Response to Intervention
www.oregonrti.org
Placing Students into Small Groups: (Strategic) Accurate &
Not Fluent Student Accuracy Fluency Composite
Miranda
Joey
Nate
Miles
Addison
Tyler
Andrew
55% 30 Intensive
99% 81 Benchmark
95% 69 Strategic
61% 45 Intensive
88% 14 Intensive
80% 52 Intensive
89% 70 Strategic
Nate
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Oregon Response to Intervention
www.oregonrti.org
Placing Students into Small Groups: (Strategic) Not Accurate & Fluent
Student Accuracy Fluency Composite
Miranda
Joey
Nate
Miles
Addison
Tyler
Andrew
55% 30 Intensive
99% 81 Benchmark
95% 69 Strategic
61% 45 Intensive
88% 14 Intensive
80% 52 Intensive
89% 70 Strategic
Andrew
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Oregon Response to Intervention
www.oregonrti.org
Placing Students into Small Groups: (Intensive)
Not Accurate & Not FluentStudent Accuracy Fluency CompositeMiranda
Joey
Nate
Miles
Addison
Tyler
Andrew
55% 30 Intensive
99% 81 Benchmark
95% 69 Strategic
61% 45 Intensive
88% 14 Intensive
80% 52 Intensive
89% 70 Strategic
Miranda, Miles, Addison, Tyler
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Oregon Response to Intervention
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 the intensity of students
skill needs• Core reading assessments • Diagnostic assessments
3. Determine strategy need– To understand how to instruct
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Oregon Response to Intervention
www.oregonrti.org
2. How do you better identify the target skill need/s?
Group Need AssessmentComprehension skill/strategy (CCSS: Reading Literature & Informational)
StrategicNot 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)
BenchmarkAccurate and fluent Core assessments
Diagnostic phonics assessment
Diagnostic phonics assessment
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Oregon Response to Intervention
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Identifying Target Phonics Skills
95% Group
Letter/Sound Correspondence
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Oregon Response to Intervention
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Phonics Skills: Diagnostic Assessment
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Oregon Response to Intervention
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Oregon Response to Intervention
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Phonics Diagnostic Assessment
Kindergarten Tasks 1-4 & 5A
Second: Task G
Third: Task H
FirstTasks B-F
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Oregon Response to Intervention
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109
17695
3
FirstTasks B-F
Second: G
Miranda & Miles’ Skill Needs
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Oregon Response to Intervention
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Miranda & Miles’ Needs
Skill Need Strategy NeedLong Vowel Sounds & Silent E
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Oregon Response to Intervention
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Talk Time
• How is this process similar or different to how you have set up your small groups for core instruction?
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Oregon Response to Intervention
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
![Page 26: Small Group Instruction During Core Reading](https://reader036.fdocuments.net/reader036/viewer/2022062305/56816600550346895dd9302b/html5/thumbnails/26.jpg)
Oregon Response to Intervention
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.
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Oregon Response to Intervention
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Determining Continuum of Phonics Blending StrategiesContinuum of Phonics Blending Strategies Templates
Sounds/blending
2
9
Sounds-spelling/blending
7
8
10
High frequency words 3
Kindergarten/Early First Grade
First/Second Grade
Kindergarten/First/Second Grade
Sounds: (e.g., saying letter sounds)
Continuous Sound Blending: (mmmaaat)
Reading Sound Spellings: (ai, a_e, oy, ar)
Sound by Sound Blending: (p,pl, plai, plain, plain)
Word reading spelling focused: (ai, plain)
Introduce words Say it, spell it, say it
Reading Words: say the word (building automaticity)
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Oregon Response to Intervention
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What are Miranda & Miles’ Blending Strategy Needs?
Skill Need Blending Strategy Need
Long Vowel Sounds & Silent E
Remember: They passed reading CVC Words & Short Vowel/Consonant blends/Diagraphs
?
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General Guidelines: Decodable Text
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Oregon Response to Intervention
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Talk Time
• How would you use these reading decodable text strategies in your small group?
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Oregon Response to Intervention
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?
![Page 32: Small Group Instruction During Core Reading](https://reader036.fdocuments.net/reader036/viewer/2022062305/56816600550346895dd9302b/html5/thumbnails/32.jpg)
Oregon Response to Intervention
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
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Oregon Response to Intervention
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
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Oregon Response to Intervention
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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.
– What alternatives might you want to try or what have you used that has been effective?
• Purpose of text types: – Which big 5 area is the text type
linked to?• Explicit Phonics Lesson• Small Group Lesson Planning Guide
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?
Gallery Walk of Materials
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Oregon Response to Intervention
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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
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Oregon Response to Intervention
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How do you choose materials for the deficit skill?
Big 5 Core Materials Enhancements Supplemental
Phonological Awareness
Templates, PA activities, FCRR
Phonics Explicit Phonics Lesson routine,Templates, lines of practice, FCRR
Phonics for Reading, Road to the Code
Fluency 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
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Oregon Response to Intervention
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Plan for the amount of time in specific materials: (deficit
skill)Deficit Skill need Practice Core
skill/strategy
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Oregon Response to Intervention
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?
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Oregon Response to Intervention
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Plan for the amount of time in specific materials
(skill/strategy)Deficit Skill Need Practice whole
group skill/strategy
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Oregon Response to Intervention
www.oregonrti.orgOregon Reading First: http://oregonreadingfirst.uoregon.edu/
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Oregon Response to Intervention
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Objectives for deficit skillGroup will use continuous sound blending independently when reading decodable book with 98% accuracy.
Objectives for practicing skill/strategy
• Group will summarize (beginning, middle, end) the leveled reader independently with 90% accuracy.
Writing Objectives for the group
(skill/strategy need, materials, and accuracy)
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Oregon Response to Intervention
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Write Objectives for Miranda & Miles’ Needs
Skill Need Blending Strategy Need Comprehension NeedLong Vowel Sounds & Silent e
Sounds-spelling/blending• Sound spellings (#7)• Sound by sound
blending (#8)
Main Idea/Details
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Weekly Plan
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Explicit Phonics Lesson
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Questions
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Oregon Response to Intervention
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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=MHqTYYRqv-E%3D&tabid=1408
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Oregon Response to Intervention
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Identifying Target Phonics Skills
(95% Group)
CCSS: Foundational Skills Phonics