Assistants PLC - January 2016 Skill Based Groups Assistants PLC - January 2016

Goals for this training -understand the new model for running guided reading groups for 2nd semester. -understand your role in the guided reading group plan. -gain confidence in leading skill based groups and leading activities for: phonics improvement, high frequency word improvement, and written comprehension improvement. Goals for this training

A few reminders about This time of year….

This time of year…. -Students have received HALF of the instruction they will receive in this grade level. Half of our time with them is done. -Students have just finished their Benchmark and mClass testing which gives us a good idea of what students have and have not mastered during the school year. -Many of our teachers have student teachers during the spring. This gives us an extra person to help our students reach proficiency. -Snow excitement, Spring fever, complacency, etc. set in with our students and they have difficulty working independently.

So what’s the plan?

Teachers: Guided Reading Groups Student Teachers: Skill Group Bentley: Guided Reading Group TAs: Skill Group

This will ensure that most students are working with an adult This will ensure that most students are working with an adult. Students not working with an adult should be doing reading Eggs on the computer.

Skill based groups work on an isolated reading skill Skill based groups work on an isolated reading skill. This will improve that isolated skill. This, in turn, should improve the skill in context when the student is reading. Teachers are responsible for giving you activities to meet the skills. Skill Based Groups

Written Comprehension RARE Strategy Phonics Sight Words Written Comprehension RARE Strategy -These groups work on sound rules and relationships to decode and read words as well as spell words correctly. -Grades K-2 -These groups will work on high frequency words or words from the grade levels sight words list. These words are usually words that are used frequently in reading and writing and may not follow phonics rules. -Grades K-2 -These groups will work on making inferences and writing about the inferences they are making using evidence from the “text.” -Grades 1 - 3 -These groups will use the RARE strategy to write about what they are reading about (including Achieve3000). -Grades 3 - 5 -These groups will focus on reading with increasing speed and accuracy. -Grades 2-3 Fluency

Let’s look at each of these a bit more closely...

Phonics Activities May Include: Builds students’ knowledge of the way sounds and language work to help them decode words and spell better. Nonsense words LetterLand activities Using Whiteboards to write words and sounds Word Sorts Sound Boxes

Let’s Try it

SIght Word Work Activities May Include: Builds students’ knowledge of the most frequently used words in the english language Students need to recognize these words and spell them easily because they occur so often in text. Flashcards Using Whiteboards to write words GAmes

Let’s Try it

Fluency Work Activities May Include: Helps students read at an age appropriate speed and read as if they are talking to help aid with comprehension Coaching students on using punctuation correctly as they read Timed reading Rereading Passages

Watch us try it

Written Comprehension Activities Include: Written Comprehension Helps Students get their thoughts and understandings about the book into written form Assisting students as they write about their guided reading book Writing about Pictures/Illustrations Discussing what you see in the picture Helping student understand what the question is asking Discussing what you can infer from the picture. Help students address the question in writing. Writing those thoughts in a way that makes sense

Let’s Try it -What do you see in this picture? -What happened right before the picture? -Look at the picture and tell something the little girl likes. how do you know?

Mclass Questions mClass question stems reference guide This should serve as a “jump off” or starting place when having students write about their picture or book.

Students must be able to read the question, understand what it is asking, and respond to it to be successful at mClass.

RARE Strategy Remind them to use the strategy Helps students address written comprehension questions R: Restate the Question A: Answer in Complete Sentences R: Reasons from the Text E: Evidence from the text Remind them to use the strategy Help them with parts they are struggling with

Let’s Try it Think of the story of the Three Little PigS. Which Little Pig do you think was the Youngest? Use evidence from your text to support your answers. Remember: R - Restate the Question A - Answer in Complete sentences R - Reasons from the text E - evidence from the text Let’s Try it

Goals For Math TRaining -define common student errors -to have a better understanding of what the different strategies are -to learn what the student expectations of the strategies are from the teacher Goals For Math TRaining

How would a student solve this? Let’s Try it (Kinder) Six crayons are in the box. Two are red and the rest are blue. How many blue crayons are in the box? How would a student solve this?

Kinder I got 6 crayons. I moved these two over and pretended they were red. Then, I counted the “blue” ones... 1, 2, 3, 4. Four. There are 4 blue crayons.

Drew has 17 crayons. Max has 12 more. How many crayons does Max have? Let’s Try it (First) Drew has 17 crayons. Max has 12 more. How many crayons does Max have? How would a student solve this?

First I used ten frames. I picked out 6 filled ten frames. That’s 60. I got the ten frame with 3 on it. That’s 63. Then, I picked one more filled ten frame for part of the 20 that Mary put in. That made 73. Then, I got one more filled ten frame to make the rest of the 20 apples from Mary. That’s 83. So, there are 83 apples in the basket.

How would a student solve this? Let’s Try it (Second) 43 + 34 + 57 + 24 = __ How would a student solve this?

Place Value Strategies: Second Place Value Strategies: I broke up all of the numbers into tens and ones. First I added the tens. 40 + 30 + 50 + 20 = 140. Then I added the ones. 3 + 4 + 7 + 4 = 18. That meant I had 1 ten and 8 ones. So, 140 + 10 is 150. 150 and 8 more is 158. So, 43 + 34 + 57 + 24 = 158 **Arrow Cards**

How would a student solve this? Let’s Try it (Fourth) There are 25 dozen cookies in the bakery. What is the total number of cookies at the bakery? How would a student solve this?

Fourth Student 1: 25 x12 I broke 12 up into 10 and 2 25 x 10 = 250 250 +50 = 300 Student 2 25 x 12 I broke 25 up into 5 groups of 5 5 x 12 = 60 I have 5 groups of 5 in 25 60 x 5 = 300

How would a student solve this? Let’s Try it (Fourth) There are 592 students participating in Field Day. They are put into teams of 8 for the competition. How many teams get created? How would a student solve this?

Fourth 592 divided by 8: There are 70 8’s in 560 8 592 - 560 = 32 70 + 4 = 74 8 + 70 + 4 =74 592-566 32-32 32

How would a student solve this? Let’s Try it (Fifth) Jerry was making two different types of cookies. One recipe needed 3/4 cup of sugar and the other needed 2/3 cup of sugar. How much sugar did he need to make both recipes? How would a student solve this?

Fifth Area model Mental estimation: A student may say that Jerry needs more than 1 cup of sugar but less than 2 cups. An explanation may compare both fractions to ½ and state that both are larger than ½ so the total must be more than 1. In addition, both fractions are slightly less than 1 so the sum cannot be more than 2.

Remember: You are an IMPORTANT part of our school’s successful growth both in test scores and increasing all students knowledge. Children work much better with an adult present than they do along. These activities are a STARTING place. Ideally your teacher will provide you with materials and tell you exactly what they want you to be doing with their students.

Any questions?