Grouping Students for Differentiated Instruction 1 K – 3 Grouping Students for Differentiated Instruction

Copyright Notification 2 Copyright Notification The contents of this presentation are to be used only to facilitate TPRI Training-of-Trainers and teacher training.     The materials are copyrighted by the University of Texas System and the Texas Education Agency. Without the express written permission of the University of Texas System and the Texas Education Agency the materials may not be reproduced in any form for any purpose other than delivering TPRI training. You may not sell or use the materials in any other capacity.

3 INTRODUCTION

From pieces of a puzzle… 4 From pieces of a puzzle…

…to a clear picture 5 5 READ ALOUD: After you’ve finished giving the TPRI, you’ve collected hundreds of scores: each one, a little piece of a puzzle. When you put the pieces together, you’ve got a picture of the readers in your class and what they need from you as their teacher.   The grouping process we’ll learn today is a system for quickly putting together your data puzzle. The picture that emerges might not be as complete or clear as an assembled jigsaw puzzle, but it will definitely make more sense to you than just a list of the scores you’ve collected for all the students in your class.

6 The Main Ideas The training will be divided into four sections, each with a Main Idea: Why What How What Next

Goals for This Training 7 Why Clarify the purpose of small group instruction. What Learn the tools available to help teachers use TPRI data to provide targeted instruction. How Learn how to use the Grouping Tool. What Next Explore the tools for planning instruction and try grouping with your class.

Training Logistics and Reminders 8 Training Logistics and Reminders Length of Training Participate! Ask questions or write to save for later

Goal: Clarify the purpose of small group instruction. 9 Goal: Clarify the purpose of small group instruction.

10 WHY Main Idea Small group instruction allows teachers to target students’ specific needs, and allows the teacher to attend more intensely to each student. This is especially critical for students who are struggling readers.

Key Components of Effective Small Group Instruction 11 Key Components of Effective Small Group Instruction Data is used to plan instruction. Group size is limited to six students or less. Periodic changes are made to the groups students are assigned (flexible grouping). Instructional stations/centers allow students to work independently to consolidate skills and concepts.

Discussion of Key Components 12 Discussion of Key Components Which component (using data, group size, flexible grouping, stations/centers) is most challenging in your classroom? Discuss with people near you and be ready to share.

Common Grouping Practices 13 Common Grouping Practices Group Instructional Focus Group Formation Whole Group Preview new concepts Practice/Review previously taught concepts All students in class Small Group (same ability) Instruction targeted to needs of group 3-6 students Based on data Small Group (mixed ability) Practice concepts already taught Work Stations (mixed or same ability) 2-4 students Intervention Group (same ability) Additional targeted instruction 1-6 students

WHY Main Idea Review 14 Small group instruction: Allows teachers to target students’ specific needs. Allows the teacher to attend more intensely to each student. Is especially critical for students who are struggling readers.

15 Goal: Learn the tools available to help teachers use TPRI data to provide targeted instruction.

From Assessment to Instruction 16 From Assessment to Instruction The “From Assessment to Instruction” section of the Teacher’s Guide includes: General Guidelines for Effective Literacy Instruction Understanding the Screening and Inventory Sections Grouping Tools Guide for Reading Instruction Lesson Planning Tools

17 WHAT Main Idea The “From Assessment to Instruction” section of the Teacher's Guide includes tools and resources to make a direct connection from your assessment to your teaching.

Goal: Learn how to use the Grouping Tool. 18 Goal: Learn how to use the Grouping Tool.

The Grouping Tool: Overview 19 The Grouping Tool: Overview There’s a Grouping Tool for each grade Includes 5 basic steps Quickly & effectively group students with similar abilities & needs

Overview – 5 Steps for Grouping 20 Overview – 5 Steps for Grouping 1. Divide students using 1 type of score (Letter ID in K, Fluency in grades 1, 2, 3). 2-3. Identify the students who scored lowest on each portion of the Inventory. 4.Form groups and choose a focus. 5. Plan instruction.

Getting Ready: Filling in the Class Summary Sheet 21 Getting Ready: Filling in the Class Summary Sheet To start you need a completed Class Summary Sheet showing all your scores.

22 Step 1

Step 1 – Listening Example 23 Step 1 – Listening Example 1st enter the students who do not have a fluency score. “NA” score for “Average Fluency Rate” Devon Jerome Amy Lucy Jacob Jose Mary Sam Ray Todd Candace

24 Step 1 – Lowest Example Next, write which students have the lowest average fluency rates. _ Devon Jerome Amy Lucy Jacob Jose Mary Sam Ray Todd Candace Maria – 25 George – 23 Daniel – 20 Wanda - 26 _ _ _

25 Step 1 – Highest Example Next, write which students have the highest average fluency rates. _ _ _ Devon Jerome Amy Lucy Jacob Jose Mary Sam Ray Todd Candace Maria – 25 George – 23 Daniel – 20 Wanda - 26 Susan – 50 Dawn – 73 _ _ _

26 Step 1 – Middle Example Finally, write which students have fluency rates that are in the middle. _ _ _ _ _ Devon Jerome Amy Lucy Jacob Jose Mary Sam Ray Todd Candace Maria – 25 George – 23 Daniel – 20 Wanda - 26 Carlos – 38 Taylor – 33 Lena – 29 Simon – 39 Robert – 35 Susan – 50 Dawn – 73 _ _ _ _ _ _

27 Step 2

Step 2 - Example 28 Write “P” by students with the lowest PA scores. _ Devon - P Jerome - P Amy Lucy Jacob - P Jose - P Mary Sam - P Ray Todd - P Candace - P Devon Jerome Amy Lucy Jacob Jose Mary Sam Ray Todd Candace Maria – 25 George – 23 Daniel – 20, P Wanda - 26 Maria – 25 George – 23 Daniel – 20 Wanda - 26 Carlos – 38 Taylor – 33 Lena – 29 Simon – 39 Robert – 35 Susan – 50 Dawn – 73 _ _ _ _ _

29 Step 3

Step 3 - Example 30 _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ Write “G” by students with the lowest GK scores. Write “W” by students with the lowest Word Reading scores. _ _ _ _ _ _ _ _ Devon – P Jerome – P Amy Lucy Jacob – P Jose – P Mary Sam – P Ray Todd - P Candace – P Devon – P, G, W Jerome – P, G Amy – G, W Lucy - G Jacob – P, G, W Jose – P, G, W Mary - G Sam – P, G, W Ray Todd - P Candace – P, G, W Devon – P, G Jerome – P, G Amy – G Lucy - G Jacob – P, G Jose – P, G Mary - G Sam – P, G Ray Todd - P Candace – P, G Maria – 25 George – 23 Daniel – 20 Wanda - 26 Maria – 25 George – 23 Daniel – 20, P Wanda - 26 Carlos – 38 Taylor – 33 Lena – 29 Simon – 39 Robert – 35 Susan – 50 Dawn – 73 _ _ _ _ _ _ _

31 Step 3 - Example Write “C” by students with the lowest comprehension scores. _ _ _ _ _ Devon – P, G, W, C Jerome – P, G, C Amy – G, W Lucy - G Jacob – P, G, W, C Jose – P, G, W Mary - G Sam – P, G, W, C Ray Todd – P, C Candace – P, G, W, C Devon – P, G, W Jerome – P, G Amy – G, W Lucy - G Jacob – P, G, W Jose – P, G, W Mary - G Sam – P, G, W Ray Todd - P Candace – P, G, W Maria – 25 George – 23 Daniel – 20, P Wanda - 26 Carlos – 38 Taylor – 33, C Lena – 29 Simon – 39, C Robert – 35 Carlos – 38 Taylor – 33 Lena – 29 Simon – 39 Robert – 35 Susan – 50 Dawn – 73 Susan – 50 Dawn – 73, C _ _ _ _

32 Step 4

33 Step 4 – Group 1

34 Step 4 – Group 2

35 Step 4 – Groups 3 & 4

36 Step 5

Steps 1-3 for Kindergarten 37 Steps 1-3 for Kindergarten

38 Steps 2 & 3 for Grades 2 & 3

HOW Main Idea 39 The Grouping Tool includes 5 steps. Divide students into categories based on fluency (G1-3) or letter identification scores (K). ID students with the lowest PA (K, G1) or Spelling (G2-3) scores. ID students with the lowest scores on GK, Word Reading and Comprehension. Form groups and determine instructional focus. Plan instruction.

40 Goal: Explore the tools for planning instruction and try grouping with your class.

Instructional Planning Resources 41 Instructional Planning Resources

Guide for Reading Instruction 42 Guide for Reading Instruction Facilitates lesson planning in different areas. Space for planning for multiple groups, or one group for multiple days or weeks.

PA Lesson Planning Tool 43 PA Lesson Planning Tool

PA Lesson Planning Tool – Group 1 44 Devon Jose _ Jacob Jerome _ Sam Candace _ _ _ _ _ _

Link to the Intervention Activities 45 Link to the Intervention Activities Guide (IAG) Devon Jose _ Jacob Jerome _ Sam Candace _ _ Todd Ray _ _ _ _

PA Lesson Planning Tool – Group 2 46 Devon Jose _ Jacob Jerome _ Sam Candace _ _ Todd Ray Amy _ Lucy Mary _ _ _

GK Lesson Planning Tool 47 GK Lesson Planning Tool Devon Jose _ Jacob Jerome _ Sam _ Candace _ _ _ Mary Amy Ray Lucy Todd _ _ _

Word Reading and Spelling Lesson Planning Tools 48 Word Reading and Spelling Lesson Planning Tools

49 Repeat at MOY and EOY Grouping and Lesson Planning Tools can be used at BOY, MOY or EOY

Grouping - Try It! 50 Using data from your own class, complete the grouping and lesson planning process.

51 WHAT NEXT Main Idea At BOY, MOY and EOY, use the Guide for Reading Instruction and Lesson Planning Tools to target specific instructional needs of students in small groups. Go to the IAG for activities.

The “Quick Review” Sheet 52 The “Quick Review” Sheet At the back of your packet there’s a Quick Review sheet. Tear off this sheet, fold it in half and stick it in the back of your Teacher’s Guide for reference when you are grouping students and planning instruction.

53 Questions

54 TPRI Website and Contact Information For more information, IAG Blackline Masters and updates or news go to http://tpri.org. All TPRI questions can be emailed to tpri@uth.tmc.edu.

Additional Training Modules 55 Additional Training Modules The purpose of TPRI is to provide information that helps teachers teach! TEA recommends that all professionals administering or using TPRI should complete, at a minimum: There are also training modules for:   Administration Module Grouping Students Using the Intervention Guide Analyzing word reading and spelling results Progress Monitoring kits

Additional Training Modules 56 TEA recommends that all professionals administering or using TPRI should complete, at a minimum:  Administration Module Grouping Students Using the Intervention Guide Date: 

Summary of Main Ideas 57 WHY Small group instruction allows teachers to target students’ specific needs, and allows the teacher to attend more intensely to each student. This is especially critical for students who are struggling readers. WHAT The “From Assessment to Instruction” section of the Teacher’s Guide includes tools and resources to make a direct connection from your assessment to your teaching.   HOW The Grouping Tool includes 5 steps. Divide students into categories based on fluency (G1-3) or letter identification scores (K). ID students with the lowest PA (K, G1) or Spelling (G2-3) scores. ID students with the lowest scores on GK, Word Reading and Comprehension. Form groups and determine instructional focus. Plan instruction. WHAT NEXT At BOY, MOY and EOY, use the Guide for Reading Instruction and Lesson Planning Tools to target specific instructional needs of students in small groups. Go to the IAG for activities.