How do you keep track of who needs what kind of small group instruction for the essential reading components (phonics, phonemic awareness, comprehension, fluency, vocabulary)? What new ideas might you try?
I keep track of this information using formal assessments like DRA and OS as well as when observing my students during whole-group instruction. I also keep anecdotal records of my observations of the above. This year I have being using the Flexible Small Group Guided Reading Folder to keep track of the essential reading components of my students guided reading.
I keep records of every small group I meet with and take notes of each student’s development within that particular group in my guided reading binder. My guided reading binder is divided by individual students and by groups. Each individual student has their individual record of the following information: DRA/OS Info., running records, praise chart, and a progression chart. When I am taking notes on a specific group, I will open the “groups” section of my binder and record any reading behaviors that need to be addressed for development or any behaviors that I feel a student should be praised for. If a student seems to be struggling with phonics, I simply jot down the details of what that student struggled with. This allows me to plan for strategies and ways to target the areas that child needs practice in. I like the idea of having anchor charts available near the guided reading table that focus on the different spelling patterns with each vowel. An example from the book was, a student was stuck on the word “right”. The teacher asked the student to name the vowel in the word (“i”), and refer to the “vowel anchor chart”. After the student saw the spelling pattern of “igh”, he knew exactly how to pronounce the word. Anchor charts such as this one mentioned, will help students become independent readers and feel more successful as they develop in their reading.
I keep track of my ever changing groups through out the year by using a guided reading flexible small group folder. I have tracking sheeting with my students name on it and track how well they use their reading components. I also have a color coded sticky notes guided reading groups display (which stays in my reading binder and on my bulletin board display) and each student also has a guided reading log in their conduct folder. One new idea I would like to try is taking down anecdotal notes on an index-card. Create a file with ABC dividers and file student’s cards behind the first letter of their name.
I use a variety of data, such as running records, observation surveys, and anecdotal records, to determine whatI need to focus on for each student during small group instruction. I will try to use flexible regrouping to focus on my students' growth and needs.
I keep track of who needs what kind of small group instruction for the essential reading components by following the goals and objectives on the students' IEP, and document which objectives have been mastered and which ones need more work. I also make notes on students' specific difficulties as I listen to them read.I then target those areas during the next lesson.
I keep track of their needs through the formal assessments DRA/OS, running records and anecdotal notes. The Flexible Small Group Guided Reading Folder helps me keep track of their levels and update the groups. The new ideas I could try is focusing on deeper comprehension, inferring and scaffolding choosing text that students easily understand and rereading a familiar book.
To keep track of who needs what type of instruction, I look at DRA, running records, and notes. The things I will remember is to be flexible in grouping, focus of lesson, and the goal of each small group should be success not fatigue. I will also focus on asking them beyond the basic comprehension questions. I will learn to ask good questions that promote deeper thinking.
By using teacher feedback, running records, DRA/EDL Reading levels, benchmarks, informal observations, and anecdotal records. As a new idea, next year I would like to incorporate more rigor and relevance in the lessons with my small groups.
4. I keep track of who needs what type of instruction; I use running records, DRA and district benchmarks. I will continue to use flexible grouping. I will focus on specific needs of my students. I will ask my students beyond the basic comprehension questions that would promote higher thinking level of reasoning.
I keep track of this information using formal assessments like DRA and OS as well as when observing my students during whole-group instruction. I also keep anecdotal records of my observations of the above. This year I have being using the Flexible Small Group Guided Reading Folder to keep track of the essential reading components of my students guided reading.
ReplyDeleteI keep records of every small group I meet with and take notes of each student’s development within that particular group in my guided reading binder. My guided reading binder is divided by individual students and by groups. Each individual student has their individual record of the following information: DRA/OS Info., running records, praise chart, and a progression chart. When I am taking notes on a specific group, I will open the “groups” section of my binder and record any reading behaviors that need to be addressed for development or any behaviors that I feel a student should be praised for. If a student seems to be struggling with phonics, I simply jot down the details of what that student struggled with. This allows me to plan for strategies and ways to target the areas that child needs practice in. I like the idea of having anchor charts available near the guided reading table that focus on the different spelling patterns with each vowel. An example from the book was, a student was stuck on the word “right”. The teacher asked the student to name the vowel in the word (“i”), and refer to the “vowel anchor chart”. After the student saw the spelling pattern of “igh”, he knew exactly how to pronounce the word. Anchor charts such as this one mentioned, will help students become independent readers and feel more successful as they develop in their reading.
ReplyDeleteI keep track of my ever changing groups through out the year by using a guided reading flexible small group folder. I have tracking sheeting with my students name on it and track how well they use their reading components. I also have a color coded sticky notes guided reading groups display (which stays in my reading binder and on my bulletin board display) and each student also has a guided reading log in their conduct folder.
ReplyDeleteOne new idea I would like to try is taking down anecdotal notes on an index-card. Create a file with ABC dividers and file student’s cards behind the first letter of their name.
I use a variety of data, such as running records, observation surveys, and anecdotal records, to determine whatI need to focus on for each student during small group instruction. I will try to use flexible regrouping to focus on my students' growth and needs.
ReplyDeleteI keep track of who needs what kind of small group instruction for the essential reading components by following the goals and objectives on the students' IEP, and document which objectives have been mastered and which ones need more work.
ReplyDeleteI also make notes on students' specific difficulties as I listen to them read.I then target those areas during the next lesson.
I keep track of their needs through the formal assessments DRA/OS, running records and anecdotal notes. The Flexible Small Group Guided Reading Folder helps me keep track of their levels and update the groups. The new ideas I could try is focusing on deeper comprehension, inferring and scaffolding choosing text that students easily understand and rereading a familiar book.
ReplyDeleteTo keep track of who needs what type of instruction, I look at DRA, running records, and notes. The things I will remember is to be flexible in grouping, focus of lesson, and the goal of each small group should be success not fatigue. I will also focus on asking them beyond the basic comprehension questions. I will learn to ask good questions that promote deeper thinking.
ReplyDeleteBy using teacher feedback, running records, DRA/EDL Reading levels, benchmarks, informal observations, and anecdotal records. As a new idea, next year I would like to incorporate more rigor and relevance in the lessons with my small groups.
ReplyDelete4. I keep track of who needs what type of instruction; I use running records, DRA and district benchmarks. I will continue to use flexible grouping. I will focus on specific needs of my students. I will ask my students beyond the basic comprehension questions that would promote higher thinking level of reasoning.
ReplyDelete