Strong Core Instruction Feeding the Herd Strong Core Instruction

Targets Structure and reasons for the 90 minute block Identify the key features of effective whole group instruction Identify the key features of effective small group instruction Answer the question, “What do the rest of the kids do?” by looking at The Daily 5 literacy activities Structure All Students Groups of students Individual students Explicit about my instruction Eliminates confusion about why we are here Gives you a road map for where we are going Creates a “sense of urgency” regarding today

Expectations Demonstrate good audience skills Silence cell phones Hold side conversations out of ear shot of others Engage in active listening Participate in partner discussions Take notes to track your thinking If you need a break, take one Complete the evaluation/formative assessment at the back of the packet Explicit about my instruction Clear expectations reduce confusion I assume you know all these things

Partnerships Pick someone near year you to be your partner. The person with the next birthday is coffee. The other person is cream.

How’s your herd?

vs.

Tier 1 is for all students

A structure to instruction The Daily 5 A structure to instruction

What sets The Daily 5 apart? Teachers Students Deliver 3 to 5 whole group lessons each day. Teach 3 to 4 small groups of children each day Confer with individual students each day Hold all students accountable for eyes- on- text Engaged in the act of reading and writing for extended amounts of time Receive focused instruction on building and maintaining independence Receive tailored instruction through whole group, small group and or individual conferencing each day. Explicit about my instruction Keeping you engaged Writing to help increase comprehension.

What sets The Daily 5 apart? Teachers Students Deliver 3 to 5 whole group lessons each day. Teach 3 to 4 small groups of children each day Confer with individual students each day Hold all students accountable for eyes- on- text Engaged in the act of reading and writing for extended amounts of time Receive focused instruction on building and maintaining independence Receive tailored instruction through whole group, small group and or individual conferencing each day.

What sets The Daily 5 apart? Teachers Students Deliver 3 to 5 whole group lessons each day. Teach 3 to 4 small groups of children each day Confer with individual students each day Hold all students accountable for eyes- on- text Engaged in the act of reading and writing for extended amounts of time Receive focused instruction on building and maintaining independence Receive tailored instruction through whole group, small group and or individual conferencing each day.

Schedule Harcourt is written and designed to be taught for 90 to 120 minutes. This does not include the instruction of writing It may include the practice of writing as a Daily 5 choice

Schedule Harcourt is written and designed to be taught for 90 to 120 minutes. This does not include the instruction of writing It may include the practice of writing as a Daily 5 choice

Limited whole group time Keep a “perky pace” Mini lessons should be mini 5-10 minutes of input time

Why Daily 5? According to recent brain research children can only stay focused for the number of minutes that correlates with the child’s age. Example= 6 year olds can stay focused and retain information for 6 minutes. Short Intervals of repeated practice

90 minute block Structure of the Daily 5 Whole group lesson Small group lesson 6 Struggling students 15 minutes Whole group lesson 10 minutes Comprehension 25 students Whole group lesson 10 minutes PA/Phonics 25 students Whole group lesson 5 minutes Vocabulary 25 students 3 4 5 4 3 5 Small group lesson 5 Struggling students 15 minutes 90 minute block Structure of the Daily 5 Whole group lesson 10 minutes Comprehension 25 students Conferences 10 minutes Whole group lesson 10 minutes Comprehension 25 students 4 3 5 Small group lesson 6 On level students 10 minutes 5 Whole Group closure 5 minutes 25 students Word Work Read to Self Read to Someone Work on Writing Listen to Reading

Talk Time Coffee please answer the following question: How do you manage your current reading schedule? Cream please answer the following question: What barriers do you have to changing the way you are spending your reading time? With extra time switch questions Explicit about my instruction Explicit roles for each partner Built in differentiation It is the beginning of the conversation, I realize there will not be enough time

Individual processing time Summarize how time could be spent in the reading block in 1 sentence. Explicit about my instruction Writing as a response to instruction Synthesizing information Think/Pair/Share/Think/Write Formative assessment

Whole Group Instruction Sharing and Modeling skills

Let’s start with a non-example

Whole group instruction Text is a shared piece of literature that is an example of the skill Text is designed to be the initial instruction Text is used as a model to teach literacy skills Whole group text may be above or below some students Whole group instruction should be a limited amount of time

Whole group instruction Text is a shared piece of literature that is an example of the skill Text is designed to be the initial instruction Text is used as a model to teach literacy skills Whole group text may be above or below some students Whole group instruction should be a limited amount of time

Classroom layout for the Daily 5 Community gathering place Signals and check in Anchor charts Book Boxes

Classroom layout for the Daily 5 Community gathering place Signals and check in Anchor charts Book Boxes

Classroom layout for the Daily 5 Community gathering place Signals and check in Anchor charts Book Boxes Read to Self Why: To become a better reader It’s Fun Student Teacher Read the whole time Stay in one spot Read quietly Work on stamina Get started right away Bubble space Work with groups of students Listen to children read Help students with reading

Classroom layout for the Daily 5 Community gathering place Signals and check in Anchor charts Book Boxes Magazine boxes work well Parents can help organize Student selected text Library books Favorite books Teacher selected text Leveled readers Decodable readers

Partnerships Increase student talk time Intentionally assigned by teacher Multiple turns leads to multiple opportunities More turns = more practice

Partnerships Increase student talk time Intentionally assigned by teacher Multiple turns leads to multiple opportunities More turns = more practice

Partnerships A B C D E F G H

Partnerships A B C D E F G H

Partnerships A B C D E F G H

Dr. Anita Archer Focus … As you watch this video, Write the active participation procedures that are directly taught to students. Explicit about my instruction Writing as a response to instruction Set the purpose Build background, graphic organizer, targeted conversation

Talk Time Coffee will begin followed by Cream Begin to list the active participation strategies that were taught to students List items until you have exhausted your list With extra time talk about how you could use this practice in your class.

Pacing Optimize instructional time Allow for student think/processing time Good pacing keeps students from being bored, but is not so fast they cannot keep up Brief introduction and eternal review

Pacing Optimize instructional time Allow for student think/processing time Good pacing keeps students from being bored, but is not so fast they cannot keep up Brief introduction and eternal review

Instruction matters Think aloud to model new information for students I do, we do, ya’ll do, you do (scaffolding) Graphic organizers Maintain close proximity to students.

Instruction matters Think aloud to model new information for students I do, we do, ya’ll do, you do (scaffolding) Graphic organizers Maintain close proximity to students.

Whole group video Write down effective instructional strategies in whole group Scaffolding Think aloud Graphic organizer 2nd grade, Rural Southeast, Oregon Description is the focus and was taught Video begins just after a picture walk

You will be discussing one of these questions with your partner: How did the instructor scaffold the reading for the students? How did the instructor make his thinking around comprehension public?

Talk Time With extra time switch questions Cream please answer the following question: How did the instructor scaffold the reading for the students? Coffee please answer the following question: How did the instructor make his thinking around comprehension public? With extra time switch questions

Individual processing time Summarize the importance of strong whole group instruction in 1 sentence.

Small group Instruction The key to differentiation

It is all about the end result! Managing groups You should spend more time face to face with your most struggling readers. Is this fair? There are only 2 kinds of fair. . . state and county It is all about the end result!

It is all about the end result! Managing groups You should spend more time face to face with your most struggling readers. Is this fair? There are only 2 kinds of fair. . . state and county It is all about the end result!

Managing groups Flexible based on what the child has demonstrated Skill grouping Ability grouping Flexible based on what the child has demonstrated 2nd graders are grouped who didn’t do well on “oi” sound last week 5th grade readers are grouped who are strong at “summarizing,” not on “inference” Students generally read at the same level, but it may be for different reasons A student who struggles due to decoding vowels is grouped with a student who struggles with reading speed.

Instructional Level Text Understand why students are in a group together Use multiple sources of data to determine the level DIBELS Unit tests Observations

The text is focused on the needs of the students We are teaching the reader not the text We are teaching literacy not literature! We are teaching for application

The text is focused on the needs of the students We are teaching the reader not the text We are teaching literacy not literature! We are teaching for application

Before Reading Teach the pronunciation of difficult to read words. Teach the meaning of critical, unknown vocabulary words. Teach or activate any necessary background knowledge. Preview the story or article. Anita Archer

Before Reading Teach the pronunciation of difficult to read words. Teach the meaning of critical, unknown vocabulary words. Teach or activate any necessary background knowledge. Preview the story or article. Anita Archer

Before Reading Teach the pronunciation of difficult to read words. Teach the meaning of critical, unknown vocabulary words. Teach or activate any necessary background knowledge. Preview the story or article. Anita Archer

Before Reading Teach the pronunciation of difficult to read words. Teach the meaning of critical, unknown vocabulary words. Teach or activate any necessary background knowledge. Preview the story or article. Anita Archer

Reading of the text Set the purpose for reading the text Each student should have a copy of the text Passage reading procedures Choral Reading Cloze Reading Silent Reading Partner Reading Ask questions of the readers

Reading of the text Set the purpose for reading the text Each student should have a copy of the text Passage reading procedures Choral Reading Cloze Reading Silent Reading Partner Reading Ask questions of the readers

Avoid Round Robin Reading! This is true for whole group too!!! Defining Round Robin Reading ‘‘the outmoded practice of calling on students to read orally one after the other’’ (Harris & Hodges, 1995, p. 222) The strategy is used because teachers believe it helps them in “covering content, managing classroom behavior, improving fluency, and assessing students’ literacy development.” (Ash, Kuhn, Walpole, 2009) Yet. . .

Avoid Round Robin Reading! Yet. . . For the teacher Management problems It takes longer to read orally For all learners It is an inaccurate view of reading Interferes with comprehension MRIs show the brain is not engaged For the strong reader Listening to disfluent reading They do not need to subvocalize For the struggling reader No chance to practice skills Source of anxiety and embarrassment

Alternatives to Round Robin! Choral Reading Echo Reading Say It Like The Character Cloze Reading Page 9 of your handouts

Talk Time Coffee please answer the following question: How does the statement, “We teach literacy, not literature” resonate with you? Cream please answer the following question: Which of the alternatives to Round Robin Reading will you try? What other ideas do you currently use? With extra time switch questions

Monitoring learning Corrective feedback Always stay positive 1. Teacher notices error 2. Teacher gives the correction 3. Teacher asks the student to try again Provides opportunities for us to prevent continued errors Always stay positive Record your interactions

Record keeping Date:______________________________________ Group level: ____________________________________ Text:____________________________________________________________________________________________ Reading Strategy: __________________________________________________________________________________ Group Leader: ____________________________________________________________________________________ Student Notes Scoring Uses skills Word attack/decoding Comp strategies Fluency Work ethic X + P

Record keeping Date:______________________________________ Group level: ____________________________________ Text:____________________________________________________________________________________________ Reading Strategy: __________________________________________________________________________________ Group Leader: ____________________________________________________________________________________ Student Notes Scoring App read strat Vocab Comp Work ethic 6 5 4 3 2 1

After Reading Engaging students in a discussion can increase their depth of text processing and subsequent comprehension. Anita Archer

Write (Draw) in response to reading When answering written questions, students will process the information deeply, enhancing their reading comprehension. Written responses to questions Graphic organizer Reading response journals Summaries Exit Slips Anita Archer

Write (Draw) in response to reading When answering written questions, students will process the information deeply, enhancing their reading comprehension. Written responses to questions Graphic organizer Reading response journals Summaries Exit Slips Anita Archer

Small Group Lesson Write down examples of how the instructor teaches all of the Big 5 of Reading. Phonemic awareness Phonics Fluency Vocabulary Comprehension Write down examples of ways the instructor increases student turns and gives corrective feedback. Instructor – Sharon Karp, North Clackamas SD 1st grade Target: “ee” and “ea” Explicit about my instruction This is a primary example. Intermediate teachers should pay close attention!

Talk Time Coffee please answer the following question: Give examples of how the instructor addresses the Big 5 of Reading. Cream please answer the following question: How did the instructor increase the turns and provide corrective feedback? With extra time switch questions

Individual processing time Summarize the importance of strong small group instruction in 1 sentence.

Daily 5 Activities What are we busy about?

Why Do Daily 5? Nurture community Trust students

Why Do Daily 5? Nurture community Trust students Stay out of students’ way once routines are established Create a sense of urgency Provide choice Build stamina

What are the Daily 5? Read to self Read to someone Listen to reading Word work Work on writing The best way to become a better reader is to practice each day with “Good Fit” books that you have selected yourself. It’s Fun!

Read to Self “good-fit” books 99% accuracy. Independent Reading Minutes Per Day Words Read Per Year 65 4,358, 000 21.1 1, 823,000 14.2 1, 146,000 9.6 622,000 6.5 432,000 3.2 200,000 0.0

IPICK Books I choose a book Purpose Interest Comprehend Know the words

What are the Daily 5? Read to self Read to someone Listen to reading Word work Work on writing Partner reading provides opportunities to practice strategies, improve fluency, check for understanding, and hear your own voice while sharing in the learning community.

Key lessons in Read to Someone EEKK Ways to read to someone Choosing a partner “Would you like time or coaching?”

What are the Daily 5? Read to self Read to someone Listen to reading Word work Work on writing Just hearing fluent and expressive reading of good literature expands your vocabulary; helps build your stamina and will make you a better reader.

What are the Daily 5? Read to self Read to someone Listen to reading Word work Work on Writing Expanded vocabulary leads to greater fluency in reading, therefore increasing comprehension. Becoming more proficient as a speller leads to writing fluency and the ability to get your ideas down on paper.

Sample Word Work Activities Primary Intermediate Word sorts Word building Finding words High frequency word work Phonics charts Highlighting decodable readers Word sorts Sentence building magnets Vocabulary activities Reread text for phonics and grammar i.e. read last week’s story for “oi” words and record on a white board Spelling activities

What are the Daily 5? Read to self Read to someone Listen to reading Word work Work on Writing Just like reading the best way to become a better writer is to write each day. Write in response to reading It’s fun

Writer’s workshop Reading response journal Sentence stems, “I infer _______. I know this because_____” Draw in response to reading Graphic organizers

Talk Time Cream please answer the follow question: Talk about which of the “Daily 5 activities” you most excited about? Coffee please answer the follow question: Which of the “Daily 5 activities” is the most challenging? With extra time, switch questions

Correct/Incorrect/Correct Model “Eventually I realized, of course, that nothing was wrong with these kids. They didn’t get it because I hadn’t shown them how. I’d told them to be respectful, thoughtful, and kind, but I hadn’t shown them what it looks like and sounds like.” -Debbie Miller

Correct/Incorrect/Correct Model “Eventually I realized, of course, that nothing was wrong with these kids. They didn’t get it because I hadn’t shown them how. I’d told them to be respectful, thoughtful, and kind, but I hadn’t shown them what it looks like and sounds like.” -Debbie Miller

Write down ways the anchor chart is used as an instructional tool.

Talk Time Coffee please answer the following question: How do you think the modeling of the example and non-example would help your class? Cream please answer the following question: How does the anchor chart play a part in the instruction? With extra time switch questions

How do I keep my kids accountable? Limit word work and listen to reading by only handing out a certain number of task cards. (see handouts)

How do I keep my kids accountable? Limit word work and listen to reading by only handing out a certain number of task cards. (see handouts) Checklists

How do I keep my kids accountable? Limit word work and listen to reading by only handing out a certain number of task cards. (see handouts) Checklists Change “work on writing” to “writing about reading” Check in with kids in between sessions

Individual processing time Summarize the Daily 5 literacy activities in 1 sentence.

Exit slip Students write a response to the teacher prompt Purpose: Quick formative assessment of instruction Students write in response to reading Provide a sentence stem at the beginning to scaffold Sample questions One thing that was hard today was. . . The most important thing I learned today was. . . The word “sparkle” means. . .

Exit slip One new instructional practice I will try this week is. . . Please finish the sentence stem (you may write or draw). One new instructional practice I will try this week is. . .