I have being using The Next Step in Guided Reading by Jan Richardson and it has being very helpful to me. Now, I am going to try to be more organized getting all materials and tools as listed in the book to get more out of my small group lessons. I also like the idea of having a physical object that reminds students to not interrupt me especially in kindergarten.
I am always willing to try to new methods and techniques when it comes to planning for small group instruction. In the past I used a template that lists the name of the group that you plan to meet with, the title of the book, the level of the book, the teaching point, and any reflection notes that you notice throughout the lesson with the students. Along with the style and format of this template, I also had to read through all the books and discover what would be a good teaching point that went well with that particular book and if it was a good fit for the particular small group I was planning to meet with. Many times you will find that a book may have a nice pattern and pictures to match, for your struggling readers, but then you will notice the vocabulary or pictures used in the book are not suitable for those struggling ESL readers. The teacher may have to make picture and word adjustments to each book or choose a different book altogether that may be a better fit. With any method of planning, it is always necessary to preview the entire book to assure it goes well with the teaching point you will address in the small group lesson, but I like the method that is presented in this book. Instead of having a planning outline that it is so broad, the outline provided in this book actually defines and narrows the teaching point into segments such as comprehension, phonics, fluency, phonemic awareness, vocabulary, or concepts of print. Along with the focus segments for the teaching point, it also provides an individual template that fits each area of comprehension, vocabulary, phonics, phonemic awareness, and fluency. With each of those as a guide to aid in that day’s lesson, it also includes an area to record notes before, during, and after reading. I plan to utilize this method of planning my small groups, as it seems to serve as a great assessment as the teacher continuously monitors those readers who may struggle.
I refer to The Next Step in Guided Reading by Jan Richardson when creating my lesson plans. This book has great target lessons. I plan my lesson by having the students take 2-3 minutes reading a familiar text. During this time I do a running record, make observations, prompt, etc. Then I spend the next few minutes practicing sight words by writing the on a white board. Next I introduce the new story/text by taking a picture walk; making predictions, make connections, etc. The students spend a few minutes reading the story. Students have the option to use whisper phones. At this time I make observations, complete a running record, correct inaccuracies, and revisit a strategy, etc. with an individual student in the group. Next I spend a few moments having the students retell the story in their own words. I make sure to ask the students for details from the text to support their statements. At the end of the lesson I spend the remaining few minutes focused on the strategy/skill you wish to emphasize. I praise students who are using their strategies. We discuss any tricky words and how certain students solved them. Then we do some word work on a word in the book or in a previous book. I would to try is the retelling glove for fiction since it provides a scaffold to guide student's thinking while reading stories. I think this would be a fun way to teach the students comprehension. I would also like to try the handouts of comprehension during my small group instruction.
I have been using data from DRA, LLI assessments, observations and anecdotal notes to group students according to their needs. By doing so I am addressing specific weaknesses and the students are challenged accorging to their zone of proximal development. I will try to use the flexible group folder to ensure that each student's needs are met.
I use the LLI Program in the Resource room.This program works well as each day,s lesson is well structured and follows a specific sequence. The focus is on decoding, comprehension, fluency,vocabulary and writing.These lessons are working fine as students show steady progress.
I have planned the small groups in the past through the DRA, OS, running records and anecdotal notes. They all work well to keep the groups homogenous, but placing the emergent reader in a variety of groups is helpful because they encourage each other in the group with different dynamics. Observation during the literacy station gives me an insight of their strengths and weaknesses to be able to work with them during the small groups and individual meetings.
Collecting data during the first few weeks of school and grouping based on observations and starting off with a manageable number of groups. Taking the time to scaffold their thinking, building comprehension and vocabulary during every reading whether it be read aloud, shared, or small group even for emergent readers. Sometimes as teachers we end up teaching decoding. We must remember that the goal of reading is comprehension. Building their vocabulary is also important as they move into higher level text.I plan on implementing graphic organizers during small group so that students are more accountable and monitor their thinking.
I used data from DRA/EDL, benchmarks, teacher feedback, running records to plan my instruction. Next year I would like to try the LLI Program with my lower level intervention groups.
3. I use the data provided on the students from Eduphoria, my results when I test EDL, DRA and notes that I make of the students as we start the school year. I create groups based on the student's needs. This allows my students to make progress throughout the year. I will make meaningful literacy stations to support the instruction that I provide in whole and small groups. My students will connect their learning to reinforce the skills needed to be successful in third grade.
I have being using The Next Step in Guided Reading by Jan Richardson and it has being very helpful to me. Now, I am going to try to be more organized getting all materials and tools as listed in the book to get more out of my small group lessons. I also like the idea of having a physical object that reminds students to not interrupt me especially in kindergarten.
ReplyDeleteI am always willing to try to new methods and techniques when it comes to planning for small group instruction. In the past I used a template that lists the name of the group that you plan to meet with, the title of the book, the level of the book, the teaching point, and any reflection notes that you notice throughout the lesson with the students. Along with the style and format of this template, I also had to read through all the books and discover what would be a good teaching point that went well with that particular book and if it was a good fit for the particular small group I was planning to meet with. Many times you will find that a book may have a nice pattern and pictures to match, for your struggling readers, but then you will notice the vocabulary or pictures used in the book are not suitable for those struggling ESL readers. The teacher may have to make picture and word adjustments to each book or choose a different book altogether that may be a better fit. With any method of planning, it is always necessary to preview the entire book to assure it goes well with the teaching point you will address in the small group lesson, but I like the method that is presented in this book. Instead of having a planning outline that it is so broad, the outline provided in this book actually defines and narrows the teaching point into segments such as comprehension, phonics, fluency, phonemic awareness, vocabulary, or concepts of print. Along with the focus segments for the teaching point, it also provides an individual template that fits each area of comprehension, vocabulary, phonics, phonemic awareness, and fluency. With each of those as a guide to aid in that day’s lesson, it also includes an area to record notes before, during, and after reading. I plan to utilize this method of planning my small groups, as it seems to serve as a great assessment as the teacher continuously monitors those readers who may struggle.
ReplyDeleteI refer to The Next Step in Guided Reading by Jan Richardson when creating my lesson plans. This book has great target lessons. I plan my lesson by having the students take 2-3 minutes reading a familiar text. During this time I do a running record, make observations, prompt, etc. Then I spend the next few minutes practicing sight words by writing the on a white board. Next I introduce the new story/text by taking a picture walk; making predictions, make connections, etc. The students spend a few minutes reading the story. Students have the option to use whisper phones. At this time I make observations, complete a running record, correct inaccuracies, and revisit a strategy, etc. with an individual student in the group. Next I spend a few moments having the students retell the story in their own words. I make sure to ask the students for details from the text to support their statements. At the end of the lesson I spend the remaining few minutes focused on the strategy/skill you wish to emphasize. I praise students who are using their strategies. We discuss any tricky words and how certain students solved them. Then we do some word work on a word in the book or in a previous book.
ReplyDeleteI would to try is the retelling glove for fiction since it provides a scaffold to guide student's thinking while reading stories. I think this would be a fun way to teach the students comprehension. I would also like to try the handouts of comprehension during my small group instruction.
I have been using data from DRA, LLI assessments, observations and anecdotal notes to group students according to their needs. By doing so I am addressing specific weaknesses and the students are challenged accorging to their zone of proximal development. I will try to use the flexible group folder to ensure that each student's needs are met.
ReplyDeleteI use the LLI Program in the Resource room.This program works well as each day,s lesson is well structured and follows a specific sequence. The focus is on decoding, comprehension, fluency,vocabulary and writing.These lessons are working fine as students show steady progress.
ReplyDeleteI have planned the small groups in the past through the DRA, OS, running records and anecdotal notes. They all work well to keep the groups homogenous, but placing the emergent reader in a variety of groups is helpful because they encourage each other in the group with different dynamics. Observation during the literacy station gives me an insight of their strengths and weaknesses to be able to work with them during the small groups and individual meetings.
ReplyDeleteCollecting data during the first few weeks of school and grouping based on observations and starting off with a manageable number of groups. Taking the time to scaffold their thinking, building comprehension and vocabulary during every reading whether it be read aloud, shared, or small group even for emergent readers. Sometimes as teachers we end up teaching decoding. We must remember that the goal of reading is comprehension. Building their vocabulary is also important as they move into higher level text.I plan on implementing graphic organizers during small group so that students are more accountable and monitor their thinking.
ReplyDeleteI used data from DRA/EDL, benchmarks, teacher feedback, running records to plan my instruction. Next year I would like to try the LLI Program with my lower level intervention groups.
ReplyDelete3. I use the data provided on the students from Eduphoria, my results when I test EDL, DRA and notes that I make of the students as we start the school year. I create groups based on the student's needs. This allows my students to make progress throughout the year. I will make meaningful literacy stations to support the instruction that I provide in whole and small groups. My students will connect their learning to reinforce the skills needed to be successful in third grade.
ReplyDelete