The document outlines effective strategies for managing small group reading instruction to enhance student outcomes through differentiated instruction and regular assessment. It emphasizes the importance of teacher training, establishing routines, and using data to tailor instruction to meet diverse student needs. Key elements include grouping practices, engaging instructional delivery, and ongoing assessment to monitor progress and adapt teaching methods.

1. Managing Small Group Instruction to Ensure Successful Readers Kristi L. Santi, Ph.D. The University of Texas – Houston Center for Academic and Reading Skills [email_address] http://cars.uth.tmc.edu

2. Objectives Components of Effective Reading Overview of Differentiated Instruction Establishing Routines Grouping Procedures Work Stations

3. Activation Profiles during Word Reading of Older Children

4. Before Intervention After Intervention Left Right

5. Reading Time Whole-Group Reading Instruction Peer-Assisted Reading Small-Group Instruction – Same Ability Whole-Group Review Collaborative Groups Pairs/Partners Work Station Routines

6. Teacher Training A key to a successful prevention and intervention model resides in good teacher training. Curriculum Aligned with Assessment Curriculum content must be based on assessment objectives. Features of Effective Instruction Assessing student progress, using assessment data to design instruction, and using a variety of grouping practices are necessary to meet instructional needs. A Reading Model for Prevention and Intervention Student Success

7. Components of Effective Reading Instruction Assess Student Progress Decisions Based on Data Differentiated Instruction

8. Assessing Student Progress First Step Collect assessment data at the beginning of the year. Key to Success Monitor progress by collecting assessment data frequently across the year.

9. Purpose of Assessment 1. Screening 2. Diagnostic 3. Progress Monitoring Identifies need for support Validates need for Instructional support Guides classroom Instruction and support Determines student progress toward benchmarks

10. Why Assessment? Knowing why a student is struggling is key to knowing how to help them. David Tilly 2006

11. Teaching the Test When testing, teachers should view the assessment as a tool to assist with instructional planning. Gains made by “teaching the test” are not “ability” gains will not predict to other outcomes will not generalize to other tests measuring the same ability Inferences about test scores will be invalid

12. Linking SBRR Assessments to Instruction Identify Need with SBRR Assessment Progress Monitoring Implement Review Plan based on Progress Plan Instructional Support

13. Emergent Reading Word Recognition Comprehension Fluency Skilled Reading The Reading Pillar Print Awareness & Letter Knowledge Motivation to Read Oral Language including Phonological Awareness Decoding using alphabetic principal Decoding using other cues Sight Recognition Conceptual Knowledge/vocabulary Strategic processing of text Speed and ease of reading text

14. Reading Instruction Components of Effective Decisions Based on Data Assess Student Progress Differentiated Instruction

15. Data-Based Decision Making Planning the content of daily instruction based on frequent, ongoing assessment data Grouping and regrouping students based on shared needs observed from data

16. Matching Text to Readers Instructional and independent levels are based on an individual student’s reading ability What instructional and independence for one student may not be instructional or independence for another student in the same classroom

17. Components of Effective Reading Instruction Assess Student Progress Decisions Based on Data Differentiated Instruction

18. Why Differentiate Instruction? The range of reading ability in a typical classroom is about five years and is more academically diverse than anytime in history. Kameenui & Carnine, 1998; Mathes, Torgesen, Menchetti, Santi, Nicholas, Robinson, & Grek, 2003

19. Instructional Context for Different Learners During typical reading instruction, students spend 70% of their time passively watching and listening to others. Students spend only a small fraction of their time reading. Poorest readers typically receive the least reading instruction. O’Sullivan, Yssledyke, Christensen, & Thurlow, 1990; Grek, 2000; Vaughn, Moody, & Schumm, 1998; Allington & McGill-Franzen, 1989; Stanovich, 1986

20. Concept of Definition Map Nonexamples: What is it? Differentiated Instruction Examples : What is it like?

21. Concept of Definition Map With your partner, write your own definition of differentiated instruction. Brainstorm examples of how a teacher might differentiated instruction. Brainstorm examples that do NOT depict differentiated instruction. Identify synonyms that describe what differentiated instruction is like.

22. Concept of Definition Map What is it like? Nonexamples : What is it? Differentiated Instruction Examples : Teaching students according to their individual needs. Data-based instruction Individualized instruction Scaffolding Teaching targeted small groups Flexible grouping patterns Using assessment data to plan instruction Matching text level to student ability Independent projects tailored to student ability Whole class instruction Small groups that never change (tracking) All students reading same text Same independent seatwork assignments to entire class

23. What is Differentiated Instruction? Varying instructions to meet the needs of all students within the same classroom Taking students where they are and moving them forward Flexibly grouping and regrouping students according to shared needs and abilities

24. The Academic Continuum Advanced Readers Read fluently and with expression Read independently Have advanced decoding skills Have good comprehension Typical Readers Read less fluently Developing independence Developing advanced decoding skills Developing strategies for comprehension Struggling Readers Read with labored fluency Have poor decoding skills Comprehension hindered by poor reading

25. Differentiation = Acceleration If students leave third grade behind on reading they probably will never catch up. Reading progress is accelerated when reading instruction is matched to the student’s needs. Torgesen & Mathes, 1998; Juel 1988; Torgesen & Burgess, 1998

26. The most effective learning arrangements increase academic engagement.

27. Effective Classroom Management Factors Frequent monitoring Nonverbal signals Use of routines Models routines first Frequent positive interactions (4 to 1 ratio) Reinforce student accomplishments

28. Develop a Classroom Plan for Differentiated Instruction Routines are the key to sanity. Arrangement of the classroom. Time Allocation. Scheduling.

29. Establishing Routines Rules for Centers Moving to centers Asking for help Being accountable Activities Previously learned Academically engaging

30. Moving to Centers At the beginning of the year practice the routine of moving with the students Role play how to ask for help Three before me Exit slips Students complete a half sheet of paper that contains a rubric for self-evaluation Attach to completed work

31. Activities All activities should be previously learned Use new words for word sort Extend word activities into writing activities Academically engaging As much fun as cutting out boots and pasting on glitter might be to the students, it is not instructionally relevant.

32. Other Guidelines Make literacy stations an important part of learning each day – not something to do when everything is finished . Have no more than two or three “work stations.” Stations are always the same!!!!!! Less is more!!!!! Don’t have to be cute, just well thought out.

33. Instructional Delivery Well organized Task oriented Explicit Reduces practice of errors Demonstration, guided practice with prompts, and feedback

34. Instructional Delivery Classroom is well organized. Desks are arranged so that all students are in the teacher's instructional zone. Instruction is explicit (no guess work). Students know what and why. All students are being engaged in instruction. No students are on the peripheral only marginally participating. No students are sitting alone confused. No student has been “ written off.”

35. Time Matters This means: Allocating more time to reading is only a first step . Carefully choosing instructional materials and activities based on what research suggests is most effective. Reducing down time and related activities time.

36. Daily Time Allocation TIME ALLOCATED FOR: Current Minutes Possible Minutes Reading Instruction Spelling Instruction Writing Instruction Total Language Arts Block Additional Minutes : Sustained Silent Reading (less time/closely monitor) Library Time (from lining up to returning to classroom) Reading/Writing During Social Studies (more time) Reading/Writing During Science (more time) Reading During Mathematics (more time) Computer Time (academically engaging?) Other time: Total Additional Minutes Add Total Language Arts Block + Total Additional Minutes Add possible minutes + total daily time allocation Total Daily Time Allocation

37. Focus on Academics Engaged Time Critical Factor Time students actually spend performing an academic task Students are sitting alone doing things they don’t understand Increasing Engagement Doesn’t have to be cute! Unison responses Partner Activities Peer Tutoring Cooperative Learning

38. Demonstration

40. David Alex Elmer Rob Angelina Pat George All SD Charles David Alex Rob Peter All SD Jeffrey George Charles David Elmer James Alex Rob Pat All LIS Jeffrey George Charles David Elmer James Alex Rob Pat All NA S1 Ralph Jane Bud Wendy Claire Abby Ralph Jane Abby Bud Wendy Paris Ralph Claire Hank Abby Bud Wendy Ralph 70 - 5 Jane 65 - 5 Bud 122 - 5 Wendy 92 - 5 All D All D All IND Jeffrey Charles James Peter Paris Hank Sam Jeffrey Paris Sam Hank James George Elmer Claire Angelina Pat Peter Sam Jane Angelina All INS Paris 28 - 1 Hank 28 - 1 Peter 26 - 1 Angelina 33 - 3 Claire 52 - 1 Abby 48 - 4 Sam 31 - 1 1 out of 4 D 2 out of 5 D 3 – 4 out of 5 D 2 out of 4 D

41. Jeffrey Peter Blending, Word Building & Comprehension Claire Abby Jane Fluency & Reading Comprehension David Alex Rob Ralph Bud Wendy Enrichment: Comprehension & Vocabulary Basic PA and GK Skills, Listening Comprehension James Pat Charles * Needs PA Angelina Sam Hank, Paris Elmer George

42. Grouping Patterns Teachers who get the best outcomes use multiple grouping patterns to accommodate student’s academic diversity. Whole Group Small Group Peer pairing Cooperative projects Dependent on the the activity and student ability Eye on increasing active engagement.

43. Grouping Practices

44. Daily Small Group Lessons Can include multiple tracks. Each track will be visited for only a brief time. Amount of new information should be reduced. Most of each lesson should be review and generalization.

45. IAG provides over 100 pages of research based activities Grouping Students Cumulative Daily Review Book and Print Awareness Phonemic Awareness Word Study Fluency Vocabulary Comprehension Spelling Writing

46. 4.15, 4.16, 4.17 Listed left to right-comparable Onset-rime blending Rhyming and alliteration IAG Activities Skills in Order of Difficulty Phonemic Awareness 4.7 Listed from top to 4.9 bottom in order of 4.6 difficulty. 4.11 4.10 4.8 IAG Continuum

47. IAG Continuum Word Study – Graphophonemic Knowledge Easy : Green - Letter-Sound Correspondence Less Easy: Blue - Onset-Rime Blending - Phoneme Comparison Less Difficult: Red - Phoneme Blending - Elision - Phoneme Segmentation Difficult: Orange - Chunking IAG ACTIVITIES 5.16 (letter-sound correspondence ) 5.19 (onset-rime blending)

48. 4.9 The Ship is loaded With… Have students sit in a circle and make sure you have something to toss. To begin the game say, The ship is loaded with cheese. Then toss the (bean bag) to someone else in the circle. The person must make a rhyme from the sentence. Example: The ship is loaded with peas. (fleas, trees, bees, etc.)

50. IAG Continuum and Teacher Lesson Planning Sheet 1. 2. 3. 4.15, 4.16, 4.17 IAG Activities (Phonemic Awareness) 4.7 4.9 4.6 4.11 4.10 4.8 4.12 5.33 1: Basic Skills A 1-4 4.9, 4.12, 4.15

51. 1: Basic Skills A 1-4; B1-3;7 E1 4.09, 4.12, 4.15, 5.8, 5.14, 7.5, 8.1, 8.2

52. Schedule for Small Group Monday Tuesday Wednesday Thursday Friday Group 1 20 minutes Group 1 15 minutes Group 1 15 minutes Group 1 25 minutes Group 1 20 minutes Group 2 20 minutes Group 2 20 minutes Group 3 20 minutes Group 2 20 minutes Group 2 20 minutes Group 3 20 minutes Group 4 25 minutes Group 4 15minutes Group 3 15 minutes Group 4 20 minutes Group 2 15 minutes

53. Group 1 Group 2 Group 3 Group 4 Devon Jacob Sam Candy, Ray Mary Jerome Jose Todd, George Amy Lucy Lena Susan, Carlos Taylor Dawn Wanda, Maria Simon, Daniel Todd Susan Wanda Robert Candy Daniel Lucy Amy Devon Jacob Jose George, Simon Sam Ray Carlos George Lena Carlos Dawn Ray Taylor Susan Robert San Jerome Wanda Daniel, Maria Devon Mary Lucy Amy Taylor Simon Maria Lena Carlos Candy Mary Todd, Dawn Jacob Jerome Jose, Robert Paired Reading Mary &Daniel Jerome and Lucy Devon & Simon Jacob & Wanda Ray & Taylor Candice & Amy Todd & Lena

54. The Differentiated Classroom Look for : Routines How classrooms are arranged to facilitate differentiation How teachers use many techniques for increasing academic engagement during both teacher directed and student directed instruction

55. A Differentiated Classroom Projects Table Computers Class Library Projects Table Chalkboard Small Group Teacher’s Materials Conference Chair Cabinets 24 Students Desk Planning Board

56. Teacher-Directed Student-Directed Gives immediate and specific feedback Reteaches as necessary Teaches to mastery Clear expectations for student behavior Clear academic objectives Read, write, discuss, and practice critical skills Multiple and varied opportunities to practice Interactive Engaging Differentiated Read, write, discuss, and practice critical skills independently Accountable for their own learning

57. Grouping Arrangements Teacher-Directed Whole group Small group Same Ability Mixed Ability Individual Student-Directed Work stations Peer activities Collaborative groups Independent work

58. Increasing Academic Engagement During Teacher-Directed Instruction Increase every student’s opportunity to respond to the teacher. Use techniques other than calling on one student at time.

59. Techniques: Check for Understanding Everybody Questions Thumbs-Up, Thumbs-Down Use of White Boards Response Cards

60. Academic Engagement During Student-Directed Instruction Work stations Computers Peer-assisted learning Collaborative group routines

61. Ideas for Work Stations Partners Partner reading Word study Vocabulary Writing Literature analysis Technology Software (differentiate for specific learners) Computer searches Editing

62. A work station is not always completed in a special location in the room. Most stations can be completed at students’ desks. Some stations will need to be completed somewhere else in the room. Work Stations

63. What about the students with whom the teacher is not working? Want to see lowest students getting “double dose.” Instructional routines for the students who are not being taught directly by the teacher. Every student knows routines. Objectives support other aspects of instruction. Students are partnered. Students are reading and discussing text selection following specific routines. Should be active, but not a zoo!

64. Work Stations Objectives support other aspects of instruction. EASY IDEAS – All Using Peer Pairings Letters-Sounds and Outlaw Words Partner Review. Buddy Reading Listening Station Writing Station Spelling Station Technology

65. The Listening Station Students listen to a story book at a listening station as pairs. More that one pair can listen to a story. Students apply already taught comprehension strategy such as: Sequencing notes Story Sequence Story map.

66. The Writing Station Reading-Writing connection is solidly proven. If they can read about it, they can write about it. Use comprehension strategies to plan writing. Spell it as your hear it.

67. Teaching Students to Write Sentences Definition of a sentence: A sentence names a who or what and tells what the who or what is doing Model: Use the rule to write a sentence from a picture Include punctuation rules Distinguish sentences from nonsentences

68. Composing a Sentence From a Picture (who or what) (tells what the who or what is doing)

69. Writing with the Development of Details Students develop writing through the use of appropriate details. Add to sentence development Adding details to a content web Revision and Editing

70. Adding to Sentence Development Combine simple sentences into compound sentences (use of ‘and’ and ‘but’) Introductory clauses (moving around the part that tells when) Example: The king counts his money before breakfast.

71. Peer-Assisted Literacy Strategies (PALS) All students are paired with other students of the same class or instructional group. Each pair has a coach and a reader. Coach and reader jobs are reciprocal. First reader is higher performing reader.

72. Peer Partners All students in class are paired with peers. Partners should be different learner types. Those needing more intense reading instruction paired with typical readers Typical readers paired with advanced readers

73. Peer Pairing Scheme Rank-order your students in terms of reading skill. Split them in half (more skilled half and less skilled half). Student 1 Student 2 Student 3 Student 4 Student 5 Student 6 Student 7 Student 8 Student 9 Student 10 Student 11 Student 12 Student 13 Student 14 Student 15 Student 16 Student 17 Student 18 Student 19 Student 20 Student 21 Student 21 Student 23 Student 24

74. Peer Pairing Scheme Pair the top-ranked student in the more skilled half with the top-ranked student in the less skilled half. Continue this process until all of your students have partners. Consider individual needs and personalities.

75. Reassign partners every four to five weeks. Do not change partners in response to student requests or complaints Other Important Guidelines for Pairings

76. Story Sharing Pretend Reading Read Aloud Retell 3 Activities

77. Importance of Distributed Practice Provides for success. Getting the answer right is very reinforcing. Ensure less error.

78. Every Minute Counts Allocate more time to reading Choose activities for their academic value Use strategies that increase active engagement in reading

79. Review of What We Learned In this section you learned: how to plan differentiated instruction using student assessment data, how to use flexible grouping arrangements, techniques to increase academic engagement during both teacher directed and student directed instruction, how to arrange your classroom to facilitate differentiated instruction.

80. Reflections on Effective Differentiated Instruction Currently Do: New Techniques: Pledge: I commit to implementing the following 2 new techniques in my classroom:_________________________________________________________________________________________________________________________________________________ Signature_____________________

81. Remember... Most reading difficulties can be prevented. To provide targeted student instruction, student progress must be assessed and evaluated continually. You are the best intervention strategy your students have. (Snow, Burns, & Griffin, 1998)