Fitting It All In Incorporating phonics and other word study work into reading instruction Michelle Fitzsimmons

Agenda Key Practices of Balanced Literacy Collection of Data Whole Group Instruction Small Group Instruction Flexible Grouping Strategy (T.A.P.S.) Methods for Fitting It All Together Planning Templates

Key Practices That Lead to Balanced Instruction Use assessment-to-instruction model of teaching Respect children’s background, language, interests and abilities Use information about the learners’ culture, values, knowledge and interest to plan instruction Teach strategies and skills explicitly using a whole-part-whole approach that returns the learner to meaningful whole text Provide planned, systematic instruction on needed strategies A Balanced Approach to Beginning Reading Instruction: A Synthesis of Six Major US Research Studies 2003 IRA

Review of Student Data Reflection: What types of data do you use to understand your students’ understanding of: - Letter/Sound Relationships - Spelling Patterns - High Frequency words - Word Meaning - Word Structure - Writing Process - Written Response to Reading - Comprehension

Whole Group Instruction Review class data to determine areas of need that the majority of the students have in a given area. Incorporate instruction in these areas of need during whole group instructional time. (Interactive Read-Aloud, Shared Reading, Shared Writing, Interactive Writing) Provide instruction on grade level skills. (Whole group skill instruction)

Quality Initial Reading Instruction Teach the essentials Explicit instruction Systematic instruction Differentiated instruction Key role of assessment Instructional adaptations

Child-Focused Instruction Review data at the student level. Understand the learning strengths and needs of each child. Use flexible grouping to target instruction. (Guided Reading, Writer’s Workshop, Small Group Skill Instruction)

Flexible Grouping Strategy T.A.P.S. (T) Total group: there may be information and new skills that need to be shared or demonstrated to the whole class. (A) Alone: Sometimes students need to practice by working alone as they will on standardized tests. In life, we often think and work independently of others. (P) Partners: partnering gives students a narrow audience with whom to share ideas, discuss new information, or process learning. (may be random or teacher-constructed) (S) Small groups: there are many ways of forming small groups. Groups of three to five may be constructed for a variety of purposes.

Balanced Literacy Program For a balanced literacy program utilizing T.A.P.S., we recommend the following: T: read aloud, shared reading A: independent reading, (D.E.A.R.) P: buddy, peer, shared reading S: guided reading, literature and informational circles

T.A.P.S. Strategies for reading, writing, speaking and listening Review the strategies listed for reading, writing, speaking, and listening for each component of T.A.P.S. Which strategies have you utilized with students? Which strategies would you like to try with students? Share your experiences and thoughts with a partner.

What Do I Teach During Small Group Instruction and Intervention? How do I teach? How does the lesson format change based on student reading proficiency? Students at an advanced level of instruction Students at a benchmark level of instruction Students at a strategic level of instruction Students at an intensive level of instruction How do I extend learning for struggling readers?

Purposes for Small Group Instruction Differentiated grade level skill development Skill-based instruction in an area of need Cooperative group learning Interest based

Differentiated Instruction Guidelines for HOW to teach: Explicitly clarify key concepts and instructional focus to ensure all students gain powerful conceptual understanding Emphasize critical and creative thinking as a goal in lesson design. The tasks, activities, and procedures should require that students understand and apply meaning Engaging all learners is essential. Strive for lesson plans that are engaging and motivating for the diversity in the students

Differentiated Small Group Instruction Utilize various forms of student assessment data to assist in instructional planning. oral reading fluency accuracy rate phonics skills students may have deficits in, which impact their fluency. Comprehension/vocabulary data

Question to Consider: How does the classroom teacher balance time devoted to the different components?

Fitting It All Together Through the Four Part Lesson Plan, teachers are provided with a structure that incorporates grade level skill development, targeted skill instruction based on need, vocabulary development and reading with connected text into a guided reading lesson.

Explicit Lesson Planning Template Warm-Up (PA, Phonics, Word Study (5 minutes) Whole Word Reading/ Vocabulary Development (5 minutes) Sentence Reading and Dictation or Development based on vocabulary words. Reading of Connected Text/Literature Circles - Speaking and Listening Skills - Vocabulary - Comprehension - Strategy Use - Follow-up Activity or Project Written Response to Text (See Table 4.8: T.A.P.S. strategies for reading, writing, speaking and listening)

Differentiated Lesson Plan Review lesson plans for Intensive, Strategic and Benchmark students. What do you notice? How could this be utilized at your grade level?

Final Thoughts Effective balanced instruction requires a very comprehensive, integrated approach, demanding that teachers know a great deal about literacy research related to emergent literacy, assessment-based instruction, phonological and phone ic awareness, the alphabetic principle, phonics, word study, selecting appropriate leveled readaers, reader response, writing process, and constructivist learning. (IRA, 2003)