WEBVTT

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[Music] Welcome

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to Managing Differentiation

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With Small Groups.

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My name is Autumn Lapenta,

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and I teach second grade

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at Tri-Community Elementary,

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and I am working with some flex groups,

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or what used to be known

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as guided reading groups.

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But they are ability-grouped according

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to how they scored on IRIs*

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at the beginning of the school year.

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And they are flexible, though,

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so that students can move

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between the groups as needed,

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depending on what skills they need

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to continue to work on.

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I actually have four groups,

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and I do what I consider an

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above-benchmark, a benchmark,

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a strategic, and an intensive group.

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Each of those groups are met

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with every day.

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And part of the way that is possible is

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that we have a paraprofessional

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that pushes into the classroom during

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that time.

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So I will have two groups

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and she will have two groups.

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Often the students will be reading

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on their own at their seats,

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but I do also have them partner reading,

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practicing retelling with one another.

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The two groups I worked

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with today were strategic

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and intensive groups.

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And with the intensive group,

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I'm focusing a lot on phonology

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and using phonics, substituting sounds

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and words, the short vowel sounds.

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With that group,

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I'm using Tier 1 vocabulary words,

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high-frequency words,

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and the activity we did,

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we did a building words activity.

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I'm going to direct instruction

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and plan instruction

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that I know they are going

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to be successful with,

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and I also am scaffolding it

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so that we will be able to build

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on this activity.

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So we were only working

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with three-letter words--

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consonant-vowel-consonant words--

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but in the future, we will be able

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to build that into some multisyllabic

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words that are using short vowels.

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We were focusing on the short e sound,

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because the story was called I Want

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a Pet.

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So I took the consonant-vowel-consonant

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word pet and we talked

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about the short e sound.

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We reviewed what sound it makes.

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And we also have a gesture

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that goes with it.

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We what's called finger-spell the word.

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So we're doing each sound,

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and as we do each sound we put

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up one finger.

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And then they have letter cards.

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Then they built the word pet,

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we point at each letter

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and say each sound, and then we sweep

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under it and blend the word together.

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And then I said, "OK,

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now we're gonna only change one letter

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and the next word is get."

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What I'm trying

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to build there is a phonemic awareness

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of how words are connected,

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how substituting sounds changes a word,

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and especially some

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of the kids are still working

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on consonant sounds.

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If I am going to provide feedback

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to a student or if I need

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to give them a correction,

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I try to be very specific

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so it's not just a "Good job,"

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it's "I like the way that you knew

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that it was the final consonant

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that needed to be changed there."

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I want them to know exactly what they

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did correctly so that they repeat

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that behavior.

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When we were doing the word-building

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activity, if a student did not have the

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correct letters, we stopped,

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pointed at the letters

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that they did have and sounded it out,

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and then repeated the word

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that we were trying to make.

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In my strategic group,

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we focused on some Tier 2

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and Tier 3 vocabulary words

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that they would come

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across in the story,

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and we also did a picture walk.

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And our strategic focus

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for that group today was evaluating.

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And to get them started,

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as we do the picture walk,

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I have them just looking

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at the illustrations

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and using their evaluating skills

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to decide, well,

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do the illustrations show us

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that there are wild animals in the city.

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Now that's going to be continued

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when the students actually read

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the story.

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When they're done reading,

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they'll have the opportunity to talk

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to a partner and they'll have

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to let us know one specific way,

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using examples from the story,

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that the author showed

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that there are wild animals in the city.

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They'll have their text with them,

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and they'll be able to discuss

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with their partner and refer back

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to the text to use their

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evaluation skills.

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With the Tier 2 intervention

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with the children

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who are scoring below benchmark,

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we are going to make sure

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that we are bringing them up to speed

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on the skills they need

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to be successful learners

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so that they can go from learning

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to read, to reading to learn.

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And in order to do that,

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we need to constantly gather data

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on the students, which I do by listening

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to them read.

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I have an evaluation form that I use

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when they read,

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which looks at different skills

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of phonics, and letter sounds,

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and picture clues, re-reading,

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are they able to summarize and sequence.

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And as we are doing that,

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when we notice that students

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in our Tier 2 groups, our strategic

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and intensive groups,

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are not able to do those skills,

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then we can change the instruction

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that they're getting.

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For example, if my intensive group had

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not been able to understand

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that they had to change the initial

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or final consonant in a word,

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then I would know that we need

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to do this activity again.

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And if I had to structure the learning,

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then we would have built the words

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together, several times,

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until they were more comfortable,

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before I had them work on their own.

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Summative information will guide what

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skills I'm going to focus

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on in their future stories.

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With my more intensive group

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and the word-building activities,

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we will be able to build

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that into some multisyllabic words

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that are using short vowels.

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And then we'll be able

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to break those words apart and talk

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about the syllables

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and how it still has the short vowels

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and why it has the short vowels.

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With my strategic group

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and the evaluation, I may be asking them

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to write their opinion and not give them

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as much guidance.

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All the skills that we are working

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on go along with our core

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reading curriculum.

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There are practice book pages

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that go home with the students

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or that the students will work

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on independently.

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We focus quite a bit

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on Learning Focused Schools,

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so I have acceleration

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and summarizing activities

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where I might be using response cards,

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I might be using exit slips,

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different graphic organizers.

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And all of it connects together, though,

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so what they hear during our core

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reading time they're going to hear

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in their flex group time.

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So it goes back to what we'll be doing

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with whole group.

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[Music] To learn more

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about Managing Differentiation

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With Small Groups,

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please explore the additional resources

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on the Doing What Works website.