How do you link what you are teaching in small group reading instruction to the rest of the day (whole group instruction, literacy work stations, etc)? Share some specific examples. What else you might try?
I activate prior knowledge, introduce a strategy, read a text to the whole class, allow them to discuss with partners, do an individual assignment in some lessons and then it is time for guided reading groups. While some students are meeting in a guided reading group, the students are participating in meaningful literacy tasks and activities implementing the program in a manner that is engaging and allowing all students to be successful.
I aim for all whole group instruction to be meaningful in way that it targets all learners to take away a strategy that they can utilize at their individual level in small groups. Comprehension is a reading concept that sets the tone for becoming a great reader. There are several reading comprehension strategies that I model during whole group instruction and set expectations for my students to employ those techniques to aid in developing their reading skills in small group instruction. Making connections is a comprehension strategy embedded in whole group reading very early in the year and is on-going. As I model making connections during a read aloud, I will sometimes stop and share aloud a self-to-text connection, text-to-text connection, or whatever that event in the story reminds me of. I will also have students sketch their connections on sticky notes and allow students to share them with the class at the end of the story. They carry those same strategies with them as they transition to small group instruction. I also use sticky notes to allow students to make mental images for read alouds, where I require them to create their pictures from the events that are occurring in the text, without always relying on the pictures to guide their thinking. I would like to try to create small gloves that include all the story elements needed when retelling and summarizing a story. This will aid in helping students develop their retelling skills in sequential order and help them provide details in their summaries. The glove will have on each finger, a component of retelling. For example, characters, setting, beginning/middle/end, problem, solution, and in the palm of the glove list the author’s purpose. Wearing this glove during reading, gives the students a purpose and something to expect and infer from the story. This idea can be used in whole group instruction with the teacher using a big glove and in small group instruction with the students using smaller gloves.
In my classroom I take part of the Balance Literacy approach. In this approach you are able to link together small group reading instruction, whole group instruction, and literacy work stations. In whole group instruction I do shared reading and read aloud. I model to my students how to make predictions and related to prior knowledge. I emphasize story elements. I guide students with questions and close the selection with oral or written responses to what they heard. I introduce a new theme to get students talking and thinking about literature. I want my students to get familiarize with different genres. We were currently working with poetry and making visual images. They learn what fluid and expressive reading sounds like. Learn how to think aloud by making different types of connections to real life experiences or other pieces of literature. My small group instruction generally relates to the whole group lesson. For example, if we worked on making predictions in the whole group lesson, my guided reading lesson would provide additional work with that strategy My literacy work stations will incorporate what we are learning in class. For examples when reading independently students need to make a connection to what they have read. I have a poem center where students read poems we are reading in class. This gives the students practice with fluency. What I would like to try is asking students questions that promote deeper comprehension by using the question charts on page 9.
I use the gradual release of responsibility model by using small group instruction to model a strategy and then I guide my students to use the same strategy during small group instruction until they can carry out the strategy independently.
During whole group read aloud I model making predictions using context clues by thinking aloud. In small groups I guide my students to find context clues and come up with a reasonable prediction based on these clues.
According to Debbie Diller, the purpose of small group instruction is to meet the needs of all students in a powerful way that will accelerate their learning. Therefore, I am able to link what I am teaching in small group reading instruction to the rest of the day by focusing on developing reading strategies. I work with students at their instructional level, support and scaffold the reader and help them read as independently as possible. The objective is for students to apply the strategies we have modeled in a small group to the whole group setting.
I link the topic to the small groups starting off by reminding them of the lesson and using books related to the topic, for example if we are seeing about plants, or seasons I would find a book in that topic. The students are more enthusiastic to speak about what they have just learned connecting it with the book.
Planning and organization are the key to a balanced literacy approach. At the same time you must allow flexibility in your schedule to balance student need and the curriculum in order to best meet the needs of our children. Choosing your focus for your lesson should come from anecdotal records and observations. To make instruction meaningful and successful teachers must really get to know a child's reading habits and preferences.
I always model the reading strategies in whole group first, and then using guided reading books the students practice the strategy in small groups at their reading level.
I connect my students’ previous known information to the new data that I need them to learn. When I am teaching a whole group lesson, I pay attention to how my students answer my questions about the lesson. Based on how they answer such questions then I target to reinforce the information they are missing or support their understanding of the whole group lesson in my small group lesson.
I activate prior knowledge, introduce a strategy, read a text to the whole class, allow them to discuss with partners, do an individual assignment in some lessons and then it is time for guided reading groups. While some students are meeting in a guided reading group, the students are participating in meaningful literacy tasks and activities implementing the program in a manner that is engaging and allowing all students to be successful.
ReplyDeleteI aim for all whole group instruction to be meaningful in way that it targets all learners to take away a strategy that they can utilize at their individual level in small groups. Comprehension is a reading concept that sets the tone for becoming a great reader. There are several reading comprehension strategies that I model during whole group instruction and set expectations for my students to employ those techniques to aid in developing their reading skills in small group instruction.
ReplyDeleteMaking connections is a comprehension strategy embedded in whole group reading very early in the year and is on-going. As I model making connections during a read aloud, I will sometimes stop and share aloud a self-to-text connection, text-to-text connection, or whatever that event in the story reminds me of. I will also have students sketch their connections on sticky notes and allow students to share them with the class at the end of the story. They carry those same strategies with them as they transition to small group instruction. I also use sticky notes to allow students to make mental images for read alouds, where I require them to create their pictures from the events that are occurring in the text, without always relying on the pictures to guide their thinking.
I would like to try to create small gloves that include all the story elements needed when retelling and summarizing a story. This will aid in helping students develop their retelling skills in sequential order and help them provide details in their summaries. The glove will have on each finger, a component of retelling. For example, characters, setting, beginning/middle/end, problem, solution, and in the palm of the glove list the author’s purpose. Wearing this glove during reading, gives the students a purpose and something to expect and infer from the story. This idea can be used in whole group instruction with the teacher using a big glove and in small group instruction with the students using smaller gloves.
In my classroom I take part of the Balance Literacy approach. In this approach you are able to link together small group reading instruction, whole group instruction, and literacy work stations. In whole group instruction I do shared reading and read aloud. I model to my students how to make predictions and related to prior knowledge. I emphasize story elements. I guide students with questions and close the selection with oral or written responses to what they heard. I introduce a new theme to get students talking and thinking about literature. I want my students to get familiarize with different genres. We were currently working with poetry and making visual images. They learn what fluid and expressive reading sounds like. Learn how to think aloud by making different types of connections to real life experiences or other pieces of literature. My small group instruction generally relates to the whole group lesson. For example, if we worked on making predictions in the whole group lesson, my guided reading lesson would provide additional work with that strategy
ReplyDeleteMy literacy work stations will incorporate what we are learning in class. For examples when reading independently students need to make a connection to what they have read. I have a poem center where students read poems we are reading in class. This gives the students practice with fluency.
What I would like to try is asking students questions that promote deeper comprehension by using the question charts on page 9.
I use the gradual release of responsibility model by using small group instruction to model a strategy and then I guide my students to use the same strategy during small group instruction until they can carry out the strategy independently.
ReplyDeleteDuring whole group read aloud I model making predictions using context clues by thinking aloud. In small groups I guide my students to find context clues and come up with a reasonable prediction based on these clues.
ReplyDeleteAccording to Debbie Diller, the purpose of small group instruction is to meet the needs of all students in a powerful way that will accelerate their learning. Therefore, I am able to link what I am teaching in small group reading instruction to the rest of the day by focusing on developing reading strategies. I work with students at their instructional level, support and scaffold the reader and help them read as independently as possible. The objective is for students to apply the strategies we have modeled in a small group to the whole group setting.
ReplyDeleteI link the topic to the small groups starting off by reminding them of the lesson and using books related to the topic, for example if we are seeing about plants, or seasons I would find a book in that topic. The students are more enthusiastic to speak about what they have just learned connecting it with the book.
ReplyDeletePlanning and organization are the key to a balanced literacy approach. At the same time you must allow flexibility in your schedule to balance student need and the curriculum in order to best meet the needs of our children. Choosing your focus for your lesson should come from anecdotal records and observations. To make instruction meaningful and successful teachers must really get to know a child's reading habits and preferences.
ReplyDeleteI always model the reading strategies in whole group first, and then using guided reading books the students practice the strategy in small groups at their reading level.
ReplyDeleteI connect my students’ previous known information to the new data that I need them to learn. When I am teaching a whole group lesson, I pay attention to how my students answer my questions about the lesson. Based on how they answer such questions then I target to reinforce the information they are missing or support their understanding of the whole group lesson in my small group lesson.
ReplyDelete