Small Group

Ethos

Small Group Reading Instruction is designated, protected time to instruct students on specific, data driven skills to improve reading and reading comprehension. When students are not meeting with the teacher, they are doing independent learning tied to language arts... word work, listening, reading, blogging/writing, and inquiry learning. Priority is given to our highest-need students, as the more interaction they have with an adult, the better their academic outcomes. Simply put, this is when we teach kids how to read, and to read better.

Small Group Assessment Based Reading Instruction Expectations

Daily, sacred time. Please do not cut out or interrupt with library, book fair, etc.
Use assessment (phonics & structural analysis, spelling, fluency, IABs, etc.) to determine flexible data driven grouping
Focus
1. K-2 - Foundational Skills - Use Decodables not Leveled Readers*
2. 3-6 - Comprehension, Fluency, Vocabulary
3. *Grade levels should focus on fluency & comprehension once students have broken the code in small group
While with the teacher, it is not a time to teach technology skills or other content areas.
Differentiated for each group
1. Purpose is to help struggling readers. Target instruction on 1-2 specific skills. Need to have a clear objective and exit criteria.
2. Each group needs a different phonics template.
3. If it can be done in whole group, it probably should not be done during small group instruction.
Robust and perky pace
1. Require a high number of student responses and practice
2. Routines for student responses must be firmly in place
Phonics Lesson Plan Template should be completed in about a day* (see #2). Students should be able to read unfamiliar connected text after getting through the beginning sections of the template.
Curriculum may need to be pulled from other grade levels
Use Wonders as primary source and Wonders ancillaries as supplemental - TIER II
Have kids each read text at the same time, but not together (choral reading & round robin reading are not the focus strategies for students to get through text). Make corrections on the spot. Have students re-read, partner read, read slowly, read quickly, etc.

Teacher Station

Students at the teacher station receive robust, planned instruction on data-identified skill gaps. Teachers use the Small Group Lesson Template to plan and deliver lessons using flashcards, sound spelling cards, whiteboards, and connected texts. Instruction is perky and robust, and requires constant response from students.

Grouping Students

Students are grouped together into cohorts by identified need, based on a cumulative data profile. This includes, but is not limited to, STAR Reading scores, Star Early Literacy Skills, and Wonder's Diagnostic Assessment information.

According to the STAR scale score, is the student at grade level?
Does the student have identifiable skill gaps in phonics/decoding? Which ones?

Look for clusters of students who have similar needs...not just similar STAR Scale Scores.

If students are fluent readers and need comprehension, we use the “On Level” (Blue) Wonders Leveled Readers and the "Level Up" lessons with fidelity.

Independent Literacy Work Stations

Independent reading work station

Independent writing work station

Students should not be copying (i.e. teacher examples, books, poems, dictionaries, etc…)
Anchor charts need to be near your writing station

Literacy work stations that supports reading, listening, or writing

Examples: ConnectEd, listening work station, word work, writing, independent reading, etc…
Computer/iPad should support literacy. Should not be games or other content areas.

Characteristics of work stations-- independent, appropriate, rigorous, and previously taught

Work stations should make effective and efficient use of time. Cutting, pasting, coloring, and worksheets are not an efficient use of time.

Use Research & Inquiry- Use ideas from RI pages in TE.

Foundational Skills Template

The Foundational Skills Template is the template that should be used when working with students who have foundational skills gaps.

Cycle of Targeted Small Group Reading Instruction

Cycle of Targeted Reading Instruction

The Cycle of Targeted Reading Instruction is an overview of the SGRI process in PUSD. This cycle is repeated multiple times throughout the year. A cycle can last anywhere between two and six weeks. The length of the cycles can be different from reading group to reading group (even within the same class) and should be based on formative data about student progress.

Wonders Phonological and Phoenmic Awareness Testing Booklet.pdf

Wonders Phonological and Phonemic Awareness testing Booklet

The Wonder Phonological and Phonemic Awareness Testing Booklet will give an overview on how to administer these assessments. PDF of the assessments are also included in the booklet.

Phonics and Structural Analysis Survey (PSAS) Version w%2FText.pdf

Phonics and Structural Analysis with Text

The Phonics and Structural Analysis with Text is a PDF of the assessment.

Phonological and Phonemic Awareness

Phonological and Phonemic Awareness Slide Deck

The Phonological and Phonemic Awareness Slide Deck is a tool that can be used during distance learning to assess students.

Phonics and Structural Analysis

Phonics and Structural Analysis Slide Deck

The Phonics and Structural Analysis Slide Deck is a tool that can be used during distance learning to assess students.

Expository Comprehension Template

The Expository Comprehension Template should be used when running a comprehension group with an expository text. The focus in a comprehension lesson is multi-syllabic words, fluency, and compression through questioning strategy and metagcognitive reading skills.

Narrative Small Group Instruction/Comprehension Template (No Companion Text)

Narrative Comprehension Template

The Narrative Comprehension Template should be used when running a comprehension group with a narrative text. The focus in a comprehension lesson is multi-syllabic words, fluency, and compression through questioning strategy and metagcognitive reading skills.