MA102Differentiated Literacy Instruction k 2 Oct 2014

Report
SMALL GROUP READING
INSTRUCTION
A Differentiated Approach to Reading Instruction
(The Tyner Model & supporting materials)
Facilitator: Lynn White
SAGE October 24th, 2014
IF ONLY IT WERE THIS EASY…
THE SMALL GROUP DIFFERENTIATED
READING MODEL

Reading Research-Based Instructional Components
Fluency/ Rereading
 Word Study
 Vocabulary/ Word Bank
 Comprehension/ New Read


Students Progress on a continuum:
 Stage
One: Emergent Reader
 Stage
Two: Beginning Reader
 Stage
Three: Fledgling Reader
 Stage
4: Transitional Reader
 Stage
5: Independent Reader
STAGE 1: EMERGENT READER

Beginning Student Characteristics
Knows less than half of the alphabet
 Has no concept of word
 Has little phonemic awareness
 Recognizes few or no sight words


Major Focuses
Using memory and pictures
 Recognizing and reproducing letters of the alphabet
 Tracking print
 Recognizing 15 sight words

Reading Lesson Plan: Emergent Reader (Stage 1)
Fluency (Rereading)
Level
___________________________
 Tracking Print
 Concept of Word
Whisper Read Lead Read Choral Read
Word Study
(Alphabet Recognition and Production)
Alphabet Focus: ____________________
 Math Game
 Memory or  Alphabet Production
Writing (Cut-Up Sentence) ___________
_________________________________
_________________________________
Group Sentence or Individual Sentence
Vocuabulary (Work Bank)
 Sight Words: 0-15
 Word Wizard
Comprehension (New Read)
Level
Before Reading
 Picture Walk
During Reading
 Echo Read
 Choral Read
After Reading
Recalling to Summarize
Concept of Word
Comments/Out-of-Group Activities
STAGE 1: INDEPENDENT ACTIVITIES
Match Game: Mimio Demo
 Memory: Mimio Demo
 Alphabet Production


Whiteboards, magnetic boards, Wikistix,
pipecleaners, playdough, floam, chalkboards, HWT
materials
Writing Cut-up Sentences
 Vocabulary (Word Bank)

Word Wizard/ Not
 Word Hunt
 Memory

STAGE 2: BEGINNING READER

Beginning Student Characteristics
Knows half or more of the alphabet
 Has the ability to track print
 Is able to hear some sounds
 Recognizes 15 sight words


Major Focuses





Completing alphabet recognition and production
Using beginning and ending consonant sounds
Recognizing 50 sight words
Reading simple text
Using sentence context and pictures or word
recognition cues to decode
Reading Lesson Plan: Beginning Reader
(Stage 2)
Fluency (Rereading)
Level
___________________________
 Lead Read Choral ReadWhisper Read
Word Study
(Alphabet, Phonemic Awareness, Phonics)
Alphabet Focus: ____________________
Beginning Consonants
Lesson # _________________________
Beginning Digraphs
Lesson # _________________________
Beginning Blends
Lesson # _________________________
 Picture Sorting or Picture-Letter Match
 Spell Check ____________________
Writing (Cut-Up Sentence)___________
_________________________________
_________________________________
Group Sentence or Individual Sentence
Vocuabulary (Work Bank)
 Sight Words:  15-35  35-50
 Word Wizard
Comprehension (New Read)
Level
Before Reading
 Picture Walk Making Text Connections
Making Predictions
During Reading
 Teacher Questioning
After Reading
Retelling to Summarize
Comments/Out-of-Group Activities
STAGE 2: INDEPENDENT ACTIVITIES

Rereading
Toobaloos (reading telephones)
 Individual Reading Boxes/Bags/Bins
 Buddy Reading Log
 Students record themselves reading a book.
 Record & Reflect Sheet
 Listening Centre
 Listen & Record Sheet


Word Study





Writing


Picture sorts – Mimio Demo
Initial Sound picture hunt
Memory
Bingo
Paste cut-up sentences in journal, draw picture
Vocabulary (Word Bank)

Ziplock bag sentences
BREAK
Please take 15 minutes to grab a coffee or check out
the displays in the mini-gym
STAGE 3: FLEDGLING READER

Beginning Student Characteristics




Confirms with beginning and ending consonant
sounds
Recognizes 50+ sight words
Reads simple text
Major Focuses






Recognizing and using word families in reading and
writing
Recognizing 100+ sight words
Reading more complex texts
Developing fluency
Developing comprehension strategies
Self-correcting errors
Reading Lesson Plan: Fledgling Reader (Stage 3)
Fluency (Rereading)
Level
Comments/Out-of-Group Activities
___________________________
Whisper Read Lead Read Choral Read
Word Study (Phonics)
Word Families Lesson #: _______________
Short Vowel Lesson # _________________
 Card Sort or  Elkonian Boxes
Or
 Spelling Sort or  Word Scramble
 Spell Check ____________________
Writing (Sentence Dictation)
_________________________________
_________________________________
_________________________________
Vocuabulary (Work Bank)
Sight Words:
 50-75  75-100
 Word Wizard
Comprehension (New Read)
Level
Before Reading
 Make Predictions
 Making Text Connections
 Previewing Story Vocabulary _________
_________________________________
_________________________________
During Reading
 Teacher Questioning
 Student Questioning
After Reading
 Retelling to Summarize
 Using Graphic Organizer to Summarize
STAGE 3: INDEPENDENT ACTIVITIES

Fluency (Rereading)







Word Study




Students choose two words from each pattern, write a sentence with each word
Students choose 7 or 8 alphabet letters and make or write as many words as possible using
various letter combinations
Vocabulary (Word Bank)




Word Hunt
Memory
Word Sorts
Writing



Toobaloos
Individual Reading Boxes/Bags/Bins
Buddy Reading Log
Record themselves reading a book
Record & Reflect
Read the Room
Students highlight sight words in newspapers/magazines
Word Wizard
Students alphabetize sight words
Comprehension (New Read)

Place new reads in group or individual reading bins for independent rereading.




Use graphic organizers to write a short summary based on the story
Illustrate vocabulary from the story
Complete a story map based on the story
Choose one page from the story for students to practice and read aloud to the group the next day
STAGE 4: TRANSITIONAL READER

Beginning Student Characteristics
Recognizes word families in isolation and in texts
 Recognizes 100+ sight words
 Reads developed text


Major Focuses
Using common vowel patterns in reading and writing
 Developing independent reading using decoding and
comprehension strategies
 Developing fluency

Reading Lesson Plan: Transitional Reader (Stage 4)
Fluency (Rereading)
Level
___________________________
Whisper Read Choral Read Lead Read
Word Study (Phonics)
Vowel Patterns Lesson #: ______________
 Card Sort or  Spelling Sort
 Word Scramble or  Word Ladders
 Writing (Sentence Dictation)
_________________________________
_________________________________
Comprehension (New Read)
Level
Before Reading
 Previewing Story Vocabulary _________
_________________________________
_________________________________
 Making Text Connections
 Making Predictions
 Previewing Text Structure (Nonfiction)
During Reading
 Teacher Questioning
 Student Questioning
After Reading
 Summarizing
 Using Graphic Organizer
Comments/Out-of-Group Activities
STAGE 4: INDEPENDENT ACTIVITIES

Fluency (Rereading)






Word Study






Write words using pattern words
Choose letters and have students make or write words that begin with each letter
Sort cards by patterns and write them in a notebook
Vocabulary (Word Bank)




Word Hunts
Memory
Word Sorts
Writing


Reading Boxes/Bags/Bins
Buddy Reading Logs
Record themselves reading a book
Read the Room
Poetry Box
Highlight sight words in newspapers/magazines
Word Wizard
Alphabetize sight words
Comprehension(New Read)

New reads in group/individual reading box for rereading by students




Use graphic organizer to write a short summary based on a story
Illustrate vocabulary from the story
Complete a story map based on the story
Choose one page from the story for students to practice reading with the group the next day
STAGE 5: INDEPENDENT READER

Beginning Student Characteristics
Reads and writes independently
 Uses strategies to figure out new words
 Reads fluently
 Uses common vowel patterns and word features in
reading and writing


Major Focuses
Developing diverse comprehension strategies
 Using complex vowel patterns
 Developing fluency in a variety of texts
 Responding to text in a variety of ways

Reading Lesson Plan: Independent Reader (Stage 5)
Fluency (Rereading)
Level
___________________________
 Poem
 Reread Text
Word Study (Phonics and Word Features)
Vowel Patterns 2 Lesson #: ____________
Word Features Week # _______________
 Spelling Sort or  Word Ladders
or  Word Scramble
 Writing (Sentence Dictation)
_________________________________
_________________________________
Comprehension (New Read)
Level
Before Reading
 Making Text Connections
 Building Background Knowledge
 Previewing Story Vocabulary _________
_________________________________
_________________________________
 Previewing Text Structure (Nonfiction)
 Making Predictions
During Reading
 Teacher Questioning
 Student Questioning
After Reading
 Summarizing (Main Ideas/Details, Compare/Contrast,
Sequencing, Story Elements, Cause/Effect Relationships
 Summarizing With Vocabulary
Comments/Out-of-Group Activities
STAGE 5: INDEPENDENT ACTIVITIES

All activities continue from Stage 4.
CLASSROOM SUPPORT

Professional Development

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Modelled Lessons

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
ERI sessions
Lessons in classroom
Co-teaching
Weekly Collaborative Planning


Tyner Videos
Summary of Stages 1-5
Tyner Binders
Fountas & Pinnell Assessment
Daily 5 & Café
Words Their Way
Literacy Lunches
Ongoing Support



Updated materials
Mimio Lesson sharing
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