WEBVTT

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[Music] Welcome to Reteaching
in Small-Group Interventions.

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My name is Katie Banks.
I teach first grade,

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and this is my third year teaching
at John Wash.

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For today, I had
to introduce r-controlled vowels

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because that was something,
a term they had never heard before,

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and so just explaining to them
that the r changes the vowel sounds.

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The objective was to read words with
"-ar," "-ir," "-or," "-ur,"

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and "-er" correctly.

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We explain the concept.

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What is an r-controlled vowel?
What is the rule?

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What do they need to know in order
to be able to be successful?

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After I feel that they all understand
the concept and they understand what

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they need to know to be successful,
then we move into the skill development.

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The whiteboards really help give an

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instant picture of who has it
and who doesn't.

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So for the first time we used the
whiteboards, all I did was say an

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r-controlled vowel sound and I had 
them write the one that matched

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If my whole class didn't have it,
then I would know I need to go back

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and reteach that part of it.

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If 80% has it, we move on.

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And we go back and work on that 20%
that didn't get it later.

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Based on the whiteboards,
I have a general idea

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which ones are going to need help,
and so I will either use independent

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practice time to pull my small group
if the time allowed.

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If not, I look
over the independent practice and those

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that just didn't get it,
they will be pulled either that day

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or the following day for small group.

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And within my grade level,
what we do is we have an intervention

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time, and during that time I will go
to both of my partners and say,

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"I'm working on r-controlled vowels.

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Send me any of your kids
who did not get it."

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Because if I only have two
and she only has two,

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then it's all of us doing the same thing
when one of us can do it

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with a small group.

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During the small-group time,
I try to look at the reason why these

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students didn't get it.

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What didn't they understand?

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Was it that they didn't have the
background knowledge?

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They don't know their vowel sounds,

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or they don't know something they needed
to know for it?

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Then I will back up
and teach that first.

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If it was they're an English learner
and they just need more repetition,

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more practice,
then that''s what we'll do.

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I really try to find out what it is
that they're missing,

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so that I can teach that specific thing.

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We try to use a lot
of special strategies with our ELs

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and some of the things that we do
in the classroom is we all have Smart

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Boards, so we're able
to use a lot of pictures.

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We also try to seat our ELs with a 
stronger-speaking English student.

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If the EL student is having a hard time,
maybe they understand it,

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but they are having a hard time coming
up with the words to put it

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in a sentence or to answer the question.

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We encourage a lot of communication
and talking between the two partners

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so that they can help give each other
the language that they need.

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After I have worked with a small group
for a day or two or whatever it takes,

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we will reassess the student
with a similar assessment

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than they were given the first time.

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And if they're able
to complete it successfully,

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then we move on and we know
that everything's OK.

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So as soon as I feel they are ready,
I will reassess them

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and then we'll decide if they're ready
to move on or not.

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[Music] To learn more about Reteaching
in Small-Group Interventions,

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please explore the additional resources
on the Doing What Works website.