Collaboration for Effective Educator Development, Accountability and Reform H325A Overview of the Essential Components of Reading Instruction K–5 Part 3.7 Culminating Case Study

H325A Putting It All Together How do I use data to inform my instruction? manage the class while working with a small group? create a schedule for the reading block? assess students while I’m teaching?

H325A Case Study: Purpose Read about a class and how one teacher makes thoughtful instructional decisions Become the decision maker: What would you do? Discuss other options with your colleagues

Method Read the background Make notes of relevant facts List questions you would like to ask Ms. Corbett

Reading Program Note how Ms. Corbett: – Manages centers – Assigns roles to students – Ensures student accountability – Monitors student progress – Manages the class What else should Ms. Corbett consider?

Center Activities How did Ms. Corbett select the centers? How are the students held accountable? What are some other centers you recommend?

Response to Intervention What is Ms. Corbett’s role in implementing the RtI framework?

Oral Reading Fluency Norms

Using Data to Inform Instruction Review the data Highlight in yellow students at risk Highlight in blue accelerated students Refer to Attachments 3a, 5, & 6

Forming Groups Write students’ names on sticky notes Arrange 4 groups based on instructional need Label each group by instructional focus

Sample Grouping Activity

Ms. Corbett’s Method Read Ms. Corbett’s Decision Making Process Discuss how she grouped the students Rearrange your groups based on the new information What questions do you have?

Small Group Instruction Critique Ms. Corbett’s small group assignments and instructional focus – Do you agree or disagree with her conclusions? – What would you do differently?

Students At Risk Review the plans for Ms. Corbett’s students who are at risk What would you do differently?

Progress Monitoring Data Review the chart indicating progress in reading fluency Who is making adequate progress? For whom are you concerned?

Expected Fluency Gains Words correct per minute gains per week Grade 1:2-3 words Grade 2:1.5-2 words Grade 3:1-1.5 words Grade 4: words Grade 5: words Grade 6: words Fuchs, Fuchs, Hamlett, Walz & Germann (1993)

Case Study Fluency Data

Your Turn Objective: Plan four small group activities for Group 2 OR Group 3 Include: Pre- and post-assessments Progress monitoring Data points Plans for more intensive instruction What other students will do while you work with the small group

The Reading Rope

Effective Instruction Which of the 16 elements of effective instruction do you want to focus on first? What is your plan for mastering those elements?

H325A Putting It All Together How do I use data to inform my instruction? What do the other students do while I work with a small group? How do I create a schedule for my reading time? How can I assess students while I’m teaching?