Let's introduce ourselves, sharing where we work, what grade,
past teaching history, and,
if we are reading a book right now, what is it and why we chose it.
Be present - listen, share, focus on the learning today and the work ahead. All of our work is about what's best for students.
This is a safe place for everyone to be real. Embrace the unknown, let go of what isn't working, and don't let fear keep you from potential.
In every seat a learner,
In every seat a leader.
Take care of personal needs, but remember why you are here today.
Stay focused on the learning and keep technology distractions to a minimum.
Collecting, analyzing, and using data responsively
Homogeneous groups vs. heterogeneous groups -
the purposes behind each
Exploring various Small Group Methods and their purposes
Developing action plans for our readers
Understand the data used to develop small groups and how to use it responsively.
Understand the what, why, and how behind heterogeneous and homogeneous student groupings.
Have a working knowledge of a variety of small group methods and the purposes for each.
Experience the process of moving from data, through grouping students, to a well-prepared action plan for students, to execution of small group reading instruction.
After our session today, teachers will:
Where we are... and where we strive to be
MNPS Grades 3-8 Students TNReady ELA Scores
MNPS District Goal for 2023
Where do you want to be
What is your current reality?
How is your classroom operating, specific to teaching literacy in small groups?
In what ways can you see small group instruction boosting your students' achievement?
5-STEP PROCESS FOR READING INSTRUCTION
Diagnostic, formative and summative
Assess all students
Use daily tasks, informal CFUs, CFAs... Analyze individual ability to meet learning targets, Find common trends and misconceptions, causal data
Collect and Analyze data
Determine strengths and needs for every student, Decide on heterogeneous or homogenous - clarify purpose
Group for Purpose
For every group, set outcome goals, session targets, and plan instruction to raise students to standards
Develop a Plan of Action
COLLECT AND ANALYZE DATA
GROUP FOR PURPOSE
DEVELOP A PLAN
Use your structures to deliver high-quality, INTENTIONAL reading instruction to match student needs
It all begins with collecting data through the Five lenses of Assessment
Cueing Systems (M/S/V)
Activating Prior Knowledge
Determining most important ideas and themes
Creating visual and sensory images
Retelling and synthesizing
Using fix-up strategies
Parsing or phrasing
intonation and expression
asking clarifying questions
building on ideas
providing text evidence
offering new thoughts and enticing interesting conversation
With those around you, share the things you currently do with your students that help you learn about them as readers through each of the five lenses. Write each on a separate post-it.
Once you have them all, add them to our charts, grouping same responses together. Look at our charts and consider the quantity on each chart, then the quality of each assessment and the resulting data...
Which lenses are our areas of strength for data collection?
Which lenses are areas where we might not be getting a complete picture of our readers?
Set one goal for yourself in the area where you feel YOU could grow most in your data collection practices. Write it down!
- Jennifer Serravallo
It’s easy to become overwhelmed with all the assessments we feel we have to do (or get told we have to do). Often, truly getting to know our readers doesn’t mean we need to rely on a tool we’ve purchased. Instead we should trust what we can know by listening, watching, talking, reading; we can learn a lot by keeping eyes and ears open in the first weeks of school.
Informal running records, Common Formative Assessments (CFAs)
FAST, MAP, TLA
Our Data Sources
Diagnostic / Progress Monitors
Informal running records
Which assessments help us get a view of our readers through each assessment lens?
INFORMAL RUNNING RECORDS
INFORMAL RUNNING RECORDS
INFORMAL RUNNING RECORDS
OBSERVATIONS, CONFERRING NOTES
Students are grouped based on a specific need or strength they have in common or by a shared interest. They are rarely working within the same text.
Students share common reading levels and skill abilitites. Students are typically working within the same text.
How do we use data to determine the type of grouping we need?
Looking through the lenses of Tennessee Literacy
Take a few minutes and think about small group instruction...
Which structure types do you know?
Which would you consider homogeneous?
How about heterogeneous?
Nonfiction Book Club
Small Group Writing
Guided Reading Group
Fiction Book Club
Foundational Skills Group
Which small group methods/structures fit each type of grouping?
"Differentiation is simply a teacher attending to the learning needs of a particular student or small groups of students, rather than teaching a class as though all individuals in it were basically alike."
~ Carol Ann Tomlinson
Homogeneous Grouping - at students' instructional reading level
Same Text for all group members - typically chosen by the teacher
To teach skills/strategies for a single reading level within a common text.
Set the purpose for the group meeting - make it personal and important moving forward - Introduce the book.
Students practice reading with the intented new skill or for the intentional purpose.
What is one thing they will be better at as a reader as a result of meeting today? What one thing will you teach them to grow them?
Remind students that this skill/action/process is available and helpful within any book they encounter - transfer the skill beyond the current text.