Looking at Effective Groupings for Guided Reading

How do I use the data to inform my instruction on an on-going basis? Differentiated instruction suggests that the teacher begins where the students are and adjusts instruction as necessary along the way. Differentiating focuses on students, rather than program. Engagement and achievement often improve when a teacher differentiates for the students. (Getting Started)

Guided Reading In guided reading, the teacher scaffolds the learning of a small group of students as they apply strategies previously taught during read- alouds and shared reading to an unfamiliar, but carefully selected, text. This text is within the students' instructional range and provides reasonable challenges for learning. The teacher supports the students as they talk, read, and think their way through a text using effective reading strategies

Dynamic Grouping Guided reading groups may come together to serve a variety of purposes, all are temporary and dynamic. You bring students together for an instructional purpose because they share common needs at a particular time. (Fountas and Pinnell)

Guided Reading Groups Fountas and Pinnell tell us that grouping should be: based on assessment; flexible and varied conducted with students at approximately the same instructional level. changeable based on the teacher’s ongoing observations and assessments of individual students.

Things to consider…. Using our data to make informed decisions about groupings of students in the different divisions.

Determining Instructional Groups for JK/SK - Grade 1 Skill/StrategyEmergent LevelEarly LevelTransitional Level Alphabet Recognition and Letter—sound Relationship Student is able to: - identify some letters - identify some letters in name Student is able to: - identify many letters - identify letters beyond own name - link letters with a known word Student is able to: - identify all letters - establish letter—sound relationships - perform some sound analysis Groups Word Recognition (High Frequency words) Student demonstrates: - some awareness of environmental print - aware of initial letter in own name Student : - knows own name in different contexts - writes own name Student is: - developing a small reading vocab. - motivated to attempt to write some words (seeks out copy of word to write) Groups Attention to Print (Concept of Print) Student is: - developing sense that print holds message - inventing the story as he/she reads text Student is: - beginning to show directionality - using one to one word matching Student is: - beginning to recognize discrepancies between what is said and what is on the page Groups Skill/StrategyEmergent LevelEarly LevelTransitional Level Alphabet Recognition and Letter—sound Relationship Student is able to: - identify some letters - identify some letters in name Student is able to: - identify many letters - identify letters beyond own name - link letters with a known word Student is able to: - identify all letters - establish letter—sound relationships - perform some sound analysis Groups Word Recognition (High Frequency words) Student demonstrates: - some awareness of environmental print - aware of initial letter in own name Student : - knows own name in different contexts - writes own name Student is: - developing a small reading vocab. - motivated to attempt to write some words (seeks out copy of word to write) Groups Attention to Print (Concept of Print) Student is: - developing sense that print holds message - inventing the story as he/she reads text Student is: - beginning to show directionality - using one to one word matching Student is: - beginning to recognize discrepancies between what is said and what is on the page Groups

PM Running Records Text Level Grouping for Grades 2 to 3 PM Instructional Level Students (potential instructional groups) PM Instructional Level Students (potential instructional groups)

Reading for Meaning (Reading Comprehension Skills) Reading for Meaning look for's: Level of phrasing and fluency Problem solving behaviours (monitoring, rereading, meaningful attempts, self-corrections) Responses during and after reading - summarizing - literal comprehension - connections to text N Needs Support O On Target

How do you use the information generated by the D.R.A. continuum to inform instruction?

DRA 4-8 focus for Instruction Class Profile School Teacher Grade Date Student Names David Kaveesh Monique Runjab Bryanne Rupinder Asaf Brian SE Sal Harpreet Amandeep Surrey Jonas ELL Jacob Amanda Engagement Oral Reading Fluency Comprehension Skills/Strategies Wide Reading Goal Setting Expression Fluency Rate Accuracy Rate PredictionSummary Literal Comprehension Interpretation Reflection Metacognitive Awareness Total Score Text Level Spec. Ed/ ELL

Class Grouping for Instruction from DRA Data Teacher __________________ Year ____________ Strategies InterventionInstructionalIndependentAdvanced Wide Reading Self- Assessment/ Goal-Setting Oral Fluency Expression Phrasing Rate Accuracy Rate Prediction Summary Literal Comprehension Interpretation Reflection Metacognitive Awareness Number of at-risk students: ELL_____ Spec.Ed. _____ Growth Plans _____ Boys ____ Girls _____ Names of at-risk students:____________________________________________________________________

What trends do you see in the data? How will you group your students? What instructional strategies will you use? When and how will you use the instructional approaches? Guiding Questions

Differentiating means “breaking away from using the same lesson and the same exercises for every student. Above all, however, it means organizing the work and using teaching strategies in the best possible way for each student.” (Perrenoud, 1997b, p.1) One Size Doesn’t Fit All!