feeding the herd

Feeding the HerdStrong Core Instruction

Targets• Structure and reasons for the

90 minute block• Identify the key features of

effective whole group instruction

• Identify the key features of effective small group instruction

• Answer the question, “What do the rest of the kids do?” by looking at The Daily 5 literacy activities

Explicit about my instruction• Eliminates confusion about why

we are here• Gives you a road map for where

we are going• Creates a “sense of urgency”

regarding today

Structure

All Students

Groups of students

Individual students

Expectations• Demonstrate good audience skills

– Silence cell phones– Hold side conversations out of ear shot of others– Engage in active listening

• Participate in partner discussions• Take notes to track your thinking• If you need a break, take one• Complete the evaluation/formative

assessment at the back of the packet

Explicit about my instruction• Clear expectations reduce confusion• I assume you know all these

things

Partnerships• Pick someone near year you to be

your partner.• The person with the next birthday is coffee.

• The other person is cream.

How’s your herd?

vs.

Tier 1 is for all students

The Daily 5A structure to instruction

Teachers• Deliver 3 to 5 whole

group lessons each day.

• Teach 3 to 4 small groups of children each day

• Confer with individual students each day

• Hold all students accountable for eyes- on- text

Students• Engaged in the act of

reading and writing for extended amounts of time

• Receive focused instruction on building and maintaining independence

• Receive tailored instruction through whole group, small group and or individual conferencing each day.

What sets The Daily 5 apart?

Explicit about my instruction• Keeping you engaged

• Writing to help increase comprehension.

Teachers• Deliver 3 to 5 whole

group lessons each day.

• Teach 3 to 4 small groups of children each day

• Confer with individual students each day

• Hold all students accountable for eyes- on- text

Students• Engaged in the act of

reading and writing for extended amounts of time

• Receive focused instruction on building and maintaining independence

• Receive tailored instruction through whole group, small group and or individual conferencing each day.

What sets The Daily 5 apart?

Teachers• Deliver 3 to 5 whole

group lessons each day.

• Teach 3 to 4 small groups of children each day

• Confer with individual students each day

• Hold all students accountable for eyes- on- text

Students• Engaged in the act of

reading and writing for extended amounts of time

• Receive focused instruction on building and maintaining independence

• Receive tailored instruction through whole group, small group and or individual conferencing each day.

What sets The Daily 5 apart?

Schedule• Harcourt is written and designed to

be taught for 90 to 120 minutes. • This does not include the instruction

of writing– It may include the practice of writing as

a Daily 5 choice

Schedule• Harcourt is written and designed to

be taught for 90 to 120 minutes. • This does not include the instruction

of writing– It may include the practice of writing as

a Daily 5 choice

Limited whole group time

• Keep a “perky pace”• Mini lessons should be mini• 5-10 minutes of input time

Why Daily 5?• According to recent brain research

children can only stay focused for the number of minutes that correlates with the child’s age. – Example= 6 year olds can stay focused

and retain information for 6 minutes. • Short Intervals of repeated practice

Whole group lesson10 minutes

Comprehension25 students3

3

4

4

5

Small group lesson6 Struggling students

15 minutes

Conferences10 minutes

Whole group lesson10 minutes

Comprehension25 students

43

4

4

5

Word Work

Read to Self

Read to Someone

Work on Writing

Listen to Reading

43

4

3

5Small group lesson 6 On level students

10 minutes

Whole group lesson10 minutes

Comprehension25 students

Whole group lesson5 minutesVocabulary25 students

Small group lesson5 Struggling students

15 minutes

55

5

5

5

Whole Group closure5 minutes

25 students

90 minute blockStructure of the

Daily 5

Whole group lesson10 minutesPA/Phonics25 students

Talk Time• Coffee please answer the following

question:– How do you manage your current

reading schedule?• Cream please answer the following

question:– What barriers do you have to changing

the way you are spending your reading time?

With extra time switch questions

Explicit about my instruction• Explicit roles for each partner

• Built in differentiation• It is the beginning of the conversation,

I realize there will not be enough time

Individual processing time

• Summarize how time could be spent in the reading block in 1 sentence.

Explicit about my instruction• Writing as a response to instruction• Synthesizing information

• Think/Pair/Share/Think/Write

• Formative assessment

Whole Group Instruction

Sharing and Modeling skills

Let’s start with a non-example

Whole group instruction• Text is a shared piece of literature that is

an example of the skill• Text is designed to be the initial instruction• Text is used as a model to teach literacy

skills• Whole group text may be above or below

some students• Whole group instruction should be a

limited amount of time

Whole group instruction• Text is a shared piece of literature that is

an example of the skill• Text is designed to be the initial instruction• Text is used as a model to teach literacy

skills• Whole group text may be above or below

some students• Whole group instruction should be a

limited amount of time

• Community gathering place

• Signals and check in

• Anchor charts• Book Boxes

Classroom layout for the Daily 5

• Community gathering place

• Signals and check in

• Anchor charts• Book Boxes

Classroom layout for the Daily 5

• Community gathering place

• Signals and check in

• Anchor charts• Book Boxes

Read to SelfWhy: To become a better reader It’s Fun

Student Teacher

•Read the whole time•Stay in one spot•Read quietly•Work on stamina•Get started right away•Bubble space

•Work with groups of students•Listen to children read•Help students with reading

Classroom layout for the Daily 5

• Community gathering place

• Signals and check in

• Anchor charts• Book Boxes

• Magazine boxes work well

• Parents can help organize

• Student selected text– Library books– Favorite books

• Teacher selected text– Leveled readers– Decodable readers

Classroom layout for the Daily 5

Partnerships

• Increase student talk time• Intentionally assigned by

teacher• Multiple turns leads to

multiple opportunities• More turns = more practice

Partnerships

• Increase student talk time• Intentionally assigned by

teacher• Multiple turns leads to

multiple opportunities• More turns = more practice

A

Partnerships

EFGH

BCD

A

Partnerships

EFGH

BCD

A

Partnerships

EFGH

BCD

Dr. Anita Archer

Focus … As you watch this video,

• Write the active participation procedures that are directly taught to students.

Explicit about my instruction• Writing as a response to instruction• Set the purpose• Build background, graphic

organizer, targeted conversation

Talk TimeCoffee will begin followed by Cream

–Begin to list the active participation strategies that were taught to students

–List items until you have exhausted your list

• With extra time talk about how you could use this practice in your class.

Pacing• Optimize instructional time• Allow for student think/processing

time• Good pacing keeps students from

being bored, but is not so fast they cannot keep up

• Brief introduction and eternal review

Pacing• Optimize instructional time• Allow for student think/processing

time• Good pacing keeps students from

being bored, but is not so fast they cannot keep up

• Brief introduction and eternal review

Instruction matters• Think aloud to model new information for

students• I do, we do, ya’ll do, you do (scaffolding)• Graphic organizers• Maintain close proximity to students.

Instruction matters• Think aloud to model new information for

students• I do, we do, ya’ll do, you do (scaffolding)• Graphic organizers• Maintain close proximity to students.

Whole group video• Write down effective instructional

strategies in whole group– Scaffolding– Think aloud– Graphic organizer

• 2nd grade, Rural Southeast, Oregon• Description is the focus and was taught• Video begins just after a picture walk

You will be discussing one of these questions with your partner:

– How did the instructor scaffold the reading for the students?

– How did the instructor make his thinking around comprehension public?

Talk Time• Cream please answer the following

question:– How did the instructor scaffold the

reading for the students?• Coffee please answer the following

question:– How did the instructor make his thinking

around comprehension public?

• With extra time switch questions

Individual processing time

• Summarize the importance of strong whole group instruction in 1 sentence.

Small group InstructionThe key to differentiation

Managing groups• You should spend more time face to

face with your most struggling readers.

Is this fair?

There are only 2 kinds of fair. . .state and county

It is all about the end result!

Managing groups• You should spend more time face to

face with your most struggling readers.

Is this fair?

There are only 2 kinds of fair. . .state and county

It is all about the end result!

Skill grouping • Flexible based on

what the child has demonstrated

– 2nd graders are grouped who didn’t do well on “oi” sound last week

– 5th grade readers are grouped who are strong at “summarizing,” not on “inference”

Ability grouping• Students generally

read at the same level, but it may be for different reasons

– A student who struggles due to decoding vowels is grouped with a student who struggles with reading speed.

Managing groups

Instructional Level Text• Understand why students are in a

group together• Use multiple sources of data to

determine the level– DIBELS– Unit tests– Observations

The text is focused on the needs of the students

• We are teaching the reader not the text

• We are teaching literacy not literature!

• We are teaching for application

The text is focused on the needs of the students

• We are teaching the reader not the text

• We are teaching literacy not literature!

• We are teaching for application

Before Reading• Teach the pronunciation of difficult to

read words.• Teach the meaning of critical,

unknown vocabulary words.• Teach or activate any necessary

background knowledge.• Preview the story or article.

Anita Archer

Before Reading• Teach the pronunciation of difficult to

read words.• Teach the meaning of critical,

unknown vocabulary words.• Teach or activate any necessary

background knowledge.• Preview the story or article.

Anita Archer

Before Reading• Teach the pronunciation of difficult to

read words.• Teach the meaning of critical,

unknown vocabulary words.• Teach or activate any necessary

background knowledge.• Preview the story or article.

Anita Archer

Before Reading• Teach the pronunciation of difficult to

read words.• Teach the meaning of critical,

unknown vocabulary words.• Teach or activate any necessary

background knowledge.• Preview the story or article.

Anita Archer

Reading of the text• Set the purpose for reading the text• Each student should have a copy of the

text• Passage reading procedures

– Choral Reading– Cloze Reading– Silent Reading

– Partner Reading• Ask questions of the readers

Reading of the text• Set the purpose for reading the text• Each student should have a copy of the

text• Passage reading procedures

– Choral Reading– Cloze Reading– Silent Reading

– Partner Reading• Ask questions of the readers

Avoid Round Robin Reading!

This is true for whole group too!!!• Defining Round Robin Reading

– ‘‘the outmoded practice of calling on students to read orally one after the other’’ (Harris & Hodges, 1995, p. 222)

• The strategy is used because teachers believe it helps them in “covering content, managing classroom behavior, improving fluency, and assessing students’ literacy development.” (Ash, Kuhn, Walpole, 2009)

Yet. . .

For the teacher• Management problems• It takes longer to read

orally

For the strong reader• Listening to disfluent

reading• They do not need to

subvocalize

Avoid Round Robin Reading!Yet. . .

For all learners• It is an inaccurate view of

reading• Interferes with

comprehension• MRIs show the brain is not

engaged For the struggling reader

• No chance to practice skills• Source of anxiety and

embarrassment

Alternatives to Round Robin!

• Choral Reading• Echo Reading• Say It Like The Character• Cloze Reading

Page 9 of your handouts

Talk Time• Coffee please answer the following question:

– How does the statement, “We teach literacy, not literature” resonate with you?

• Cream please answer the following question:– Which of the alternatives to Round Robin

Reading will you try? What other ideas do you currently use?

With extra time switch questions

Monitoring learning• Corrective feedback

1. Teacher notices error 2. Teacher gives the correction3. Teacher asks the student to try again– Provides opportunities for us to prevent

continued errors• Always stay positive• Record your interactions

Record keepingDate:______________________________________ Group level: ____________________________________

Text:____________________________________________________________________________________________

Reading Strategy: __________________________________________________________________________________

Group Leader: ____________________________________________________________________________________

Student Notes Scoring

Uses skills Word attack/decoding Comp strategiesFluencyWork ethic

X + PX + PX + PX + PX + P

Record keeping

Student Notes Scoring

App read strat VocabCompWork ethic

6 5 4 3 2 1

6 5 4 3 2 1 6 5 4 3 2 1 6 5 4 3 2 1

Date:______________________________________ Group level: ____________________________________

Text:____________________________________________________________________________________________

Reading Strategy: __________________________________________________________________________________

Group Leader: ____________________________________________________________________________________

After Reading• Engaging students in a discussion

can increase their depth of text processing and subsequent comprehension.

Anita Archer

Write (Draw) in response to reading

• When answering written questions, students will process the information deeply, enhancing their reading comprehension.– Written responses to questions– Graphic organizer– Reading response journals– Summaries– Exit Slips

Anita Archer

Write (Draw) in response to reading

• When answering written questions, students will process the information deeply, enhancing their reading comprehension.– Written responses to questions– Graphic organizer– Reading response journals– Summaries– Exit Slips

Anita Archer

Small Group Lesson• Write down examples of how the instructor teaches

all of the Big 5 of Reading.– Phonemic awareness– Phonics– Fluency– Vocabulary– Comprehension

• Write down examples of ways the instructor increases student turns and gives corrective feedback.

• Instructor – Sharon Karp, North Clackamas SD• 1st grade • Target: “ee” and “ea”

Explicit about my instruction• This is a primary example.

• Intermediate teachers should

pay close attention!

Talk Time• Coffee please answer the following

question:– Give examples of how the instructor

addresses the Big 5 of Reading.• Cream please answer the following

question:– How did the instructor increase the turns and

provide corrective feedback?

With extra time switch questions

Individual processing time

• Summarize the importance of strong small group instruction in 1 sentence.

Daily 5 ActivitiesWhat are we busy

about?

Why Do Daily 5?• Nurture community• Trust students

Why Do Daily 5?• Nurture community• Trust students• Stay out of students’ way once

routines are established• Create a sense of urgency• Provide choice• Build stamina

• Read to self• Read to someone• Listen to reading• Word work• Work on writing

• The best way to become a better reader is to practice each day with “Good Fit” books that you have selected yourself.

• It’s Fun!

What are the Daily 5?

• “good-fit” books• 99% accuracy.

Read to Self

Independent Reading Minutes Per Day

Words Read Per Year

65 4,358, 000

21.1 1, 823,000

14.2 1, 146,000

9.6 622,000

6.5 432,000

3.2 200,000

0.0 0

IPICK Books

• I choose a book

•Purpose

• Interest

•Comprehend

•Know the words

• Read to self• Read to someone• Listen to reading• Word work• Work on writing

• Partner reading provides opportunities to practice strategies, improve fluency, check for understanding, and hear your own voice while sharing in the learning

community.

What are the Daily 5?

Key lessons in Read to Someone

• EEKK• Ways to read to someone• Choosing a partner• “Would you like time or coaching?”

• Read to self• Read to someone• Listen to reading• Word work• Work on writing

• Just hearing fluent and expressive reading of good literature expands your vocabulary; helps build your stamina and will make you a better reader.

What are the Daily 5?

• Read to self• Read to someone• Listen to reading• Word work• Work on Writing

• Expanded vocabulary leads to greater fluency in reading, therefore increasing comprehension.

• Becoming more proficient as a speller leads to writing fluency and the ability to get your ideas down on paper.

What are the Daily 5?

Primary• Word sorts• Word building• Finding words• High frequency word

work• Phonics charts• Highlighting

decodable readers

Intermediate• Word sorts• Sentence building

magnets• Vocabulary activities• Reread text for

phonics and grammar– i.e. read last week’s

story for “oi” words and record on a white board

• Spelling activities

Sample Word Work Activities

• Read to self• Read to someone• Listen to reading• Word work• Work on Writing

• Just like reading the best way to become a better writer is to write each day.

• Write in response to reading

• It’s fun

What are the Daily 5?

• Writer’s workshop• Reading response journal• Sentence stems, “I infer _______. I

know this because_____”• Draw in response to reading• Graphic organizers

Talk Time• Cream please answer the follow question:

– Talk about which of the “Daily 5 activities” you most excited about?

• Coffee please answer the follow question:– Which of the “Daily 5 activities” is the most

challenging?

With extra time, switch questions

• Correct/Incorrect/Correct Model

• “Eventually I realized, of course, that nothing was wrong with these kids. They didn’t get it because I hadn’t shown them how. I’d told them to be respectful, thoughtful, and kind, but I hadn’t shown them what it looks like and sounds like.”

-Debbie Miller

• Correct/Incorrect/Correct Model

• “Eventually I realized, of course, that nothing was wrong with these kids. They didn’t get it because I hadn’t shown them how. I’d told them to be respectful, thoughtful, and kind, but I hadn’t shown them what it looks like and sounds like.”

-Debbie Miller

• Write down ways the anchor chart is used as an instructional tool.

Talk Time• Coffee please answer the following

question:– How do you think the modeling of the

example and non-example would help your class?

• Cream please answer the following question:– How does the anchor chart play a part in

the instruction?

With extra time switch questions

How do I keep my kids accountable?

• Limit word work and listen to reading by only handing out a certain number of task cards. (see handouts)

How do I keep my kids accountable?

• Limit word work and listen to reading by only handing out a certain number of task cards. (see handouts)

• Checklists

How do I keep my kids accountable?

• Limit word work and listen to reading by only handing out a certain number of task cards. (see handouts)

• Checklists• Change “work on writing” to “writing

about reading”• Check in with kids in between

sessions

Individual processing time

• Summarize the Daily 5 literacy activities in 1 sentence.

Exit slip• Students write a response to the teacher

prompt• Purpose:

– Quick formative assessment of instruction– Students write in response to reading

• Provide a sentence stem at the beginning to scaffold

• Sample questions– One thing that was hard today was. . .– The most important thing I learned today was. . . – The word “sparkle” means. . .

Exit slip• Please finish the sentence stem (you

may write or draw).

One new instructional practice I will try this week is. . .