Something for Every Child!

Grade 1 Teachers Karen Feeney Jane Merrill Principal Patty de Garavilla

 Description of flexible grouping model  Rationale for change  Scheduling factors  Group structure  Impact on instruction for teachers and students  Discussion

 Year 2 at the 1 st grade level  Year 1 at grade 2  Allows for differentiated instruction  Addresses early intervention  Reduces teacher planning  Matches student needs more effectively

 Increased number of struggling readers and not enough support staff  Limited number of teaching blocks with specialists per week  TST process was lengthy and needs not met until well into the school year  Time demands on teachers for lesson preparation for a wide spectrum of readers  Limited number of group meetings (2-3 per week)  Lack of challenging activities for top readers

 Students are grouped according to levels  Teacher meets with groups while other students complete literacy center work at their level, practice fluency activities, and complete independent projects  Groups can begin with a whole group mini lesson and then break off into the smaller groups

Based on grade 1 reading model from Newington Elementary School in South Carolina Students grouped by levels/needs Teachers focus on one group/level Students change as necessary

 Schedule is arranged so that all classes at a grade level have their specials at the same time block each day  Can also be designed so that a grade has a designated block where they will not have a special  Specials are arranged so that classes go grade 5, 4, 3, 2, 1 which means that art, PE, and music teachers need a 10 minute block between classes to prepare for next class

 Grade level must have at least a 45 minute block daily with no specials assigned  Reading and special education support are assigned to this block  Rearrange specialists’ teaching day to a model rather than consecutive grade classes  Weekly data meeting

 Informal and formal assessments during the month of September  Weekly flex group teachers’ meeting to review assessments and build groups  Classroom teachers have groups that include top readers through on grade level readers in groups of students  Reading specialist, tutor, and special ed teacher have groups below grade level with no more than 6 to a group

 Lowest groups – no more that 6 students  Movement between groups as needs change  Classroom teacher subdivides into two groups with half of time instructional and half practice  Specialists keep group as whole with entire period direct instruction

 Students change classrooms and work with different teachers  Children enjoy going to different rooms and working with students from all classes  No concerns reported by parents or teachers with children not being taught by their “homeroom” teacher

 Students arrive and teacher typically completes a whole class lesson on the rug on designated skills and then gives assignments  The group has been subdivided into two so half will begin work with the teacher for small group instruction while the rest of children complete literacy centers, fluency work, or reading

 Students remain focused on their independent work because it is at their level  They read independently and complete rereadings of the guided reading selection

 Teachers use the guided reading model for instruction that they have used for many years with leveled text and strategy and skill practice embedded in the lesson  We use the Scholastic guided reading boxes with supplementary texts that include more nonfiction and readers’ theatre selections.

 All independent work is focused on reading.  The choice board offers many hands-on options such as practice activities from “Fundations” phonics lesson, partner reading, sight word review, computer activities, whiteboard work, and timed readings to name a few.  The top group completes more research based projects with more integration of independent writing activities.

 Teachers need to only prepare browsing boxes at one or two levels for students’ independent reading  Exposure to different genres can also be done with the browsing box selections for both independent and buddy reading options

 The expectations for the groups are clearly stated, each day begins the same way with meeting on the rug for the classroom groups.  Students use a folder system to organize materials.  Choice boards provide structure for the independent time during the lesson

 As a team we meet once a week for thirty minutes to conference on any drops or huge gains in progress.  Bi-Weekly progress monitoring sheets for all students.  Monthly comprehension and language standards from the Massachusetts and Reading Frameworks.

 October and November- Retelling Stories  December- Plot  January and February- Exploring Non- Fiction  March- Author’s Purpose, point of view, lessons and morals, and Making inferences  April-Exploring Poetry  May- Cause and Effect  June- Dramatic Reading

 Multiple Meanings of words  Synonyms and Antonyms  Compound Words  Beginning Dictionary Skills  Contractions  Apostrophe (‘s)  Possessive Nouns vs. Plural nouns  Nouns, Verbs, Adjectives, adverbs, pronouns  ABC Order

The Most Important Thing Consistency It is hard for us as teachers to not be reading with our students everyday. In order to make this work we wanted consistency throughout the grade level.

 How do we communicate students’ progress their homeroom teachers on a consistent basis?  How do we keep learning goals consistent between groups while covering all of the town and state standards?  How do we teach the language skills that vary by group in a consistent manner?

 What’s working  Parent survey  Feedback from students  Plans for expanding to full day kindergarten

Patty de Garavilla Karen Feeney Jane Merrill You are invited to observe our reading model any day except for Wednesdays between 8:30 and 10:30 AM. Please confirm date in advance.