something for every child!. grade 1 teachers karen feeney jane merrill principal patty de garavilla
TRANSCRIPT
Something for Every Child!
Grade 1 Teachers Karen Feeney Jane Merrill
Principal Patty de Garavilla
Description of flexible grouping model Rationale for change Scheduling factors Group structure Impact on instruction for teachers and
students Discussion
Year 2 at the 1st grade level Year 1 at grade 2 Allows for differentiated instruction Addresses early intervention Reduces teacher planning Matches student needs more
effectively
Increased number of struggling readers and not enough support staff
Limited number of teaching blocks with specialists per week
TST process was lengthy and needs not met until well into the school year
Time demands on teachers for lesson preparation for a wide spectrum of readers
Limited number of group meetings (2-3 per week)
Lack of challenging activities for top readers
Students are grouped according to levels Teacher meets with groups while other
students complete literacy center work at their level, practice fluency activities, and complete independent projects
Groups can begin with a whole group mini lesson and then break off into the smaller groups
• Based on grade 1 reading model from Newington Elementary School in South Carolina
• Students grouped by levels/needs• Teachers focus on one group/level• Students change as necessary
Schedule is arranged so that all classes at a grade level have their specials at the same time block each day
Can also be designed so that a grade has a designated block where they will not have a special
Specials are arranged so that classes go grade 5, 4, 3, 2, 1 which means that art, PE, and music teachers need a 10 minute block between classes to prepare for next class
Grade level must have at least a 45 minute block daily with no specials assigned
Reading and special education support are assigned to this block
Rearrange specialists’ teaching day to a 5-4-3-2-1 model rather than consecutive grade classes
Weekly data meeting
Informal and formal assessments during the month of September
Weekly flex group teachers’ meeting to review assessments and build groups
Classroom teachers have groups that include top readers through on grade level readers in groups of 14-18 students
Reading specialist, tutor, and special ed teacher have groups below grade level with no more than 6 to a group
Lowest groups – no more that 6 students Movement between groups as needs
change Classroom teacher subdivides into two
groups with half of time instructional and half practice
Specialists keep group as whole with entire period direct instruction
Students change classrooms and work with different teachers
Children enjoy going to different rooms and working with students from all classes
No concerns reported by parents or teachers with children not being taught by their “homeroom” teacher
Students arrive and teacher typically completes a whole class lesson on the rug on designated skills and then gives assignments
The group has been subdivided into two so half will begin work with the teacher for small group instruction while the rest of children complete literacy centers, fluency work, or reading
Students remain focused on their independent work because it is at their level
They read independently and complete rereadings of the guided reading selection
Teachers use the guided reading model for instruction that they have used for many years with leveled text and strategy and skill practice embedded in the lesson
We use the Scholastic guided reading boxes with supplementary texts that include more nonfiction and readers’ theatre selections.
All independent work is focused on reading. The choice board offers many hands-on
options such as practice activities from “Fundations” phonics lesson, partner reading, sight word review, computer activities, whiteboard work, and timed readings to name a few.
The top group completes more research based projects with more integration of independent writing activities.
Teachers need to only prepare browsing boxes at one or two levels for students’ independent reading
Exposure to different genres can also be done with the browsing box selections for both independent and buddy reading options
The expectations for the groups are clearly stated, each day begins the same way with meeting on the rug for the classroom groups.
Students use a folder system to organize materials.
Choice boards provide structure for the independent time during the lesson
As a team we meet once a week for thirty minutes to conference on any drops or huge gains in progress.
Bi-Weekly progress monitoring sheets for all students.
Monthly comprehension and language standards from the Massachusetts and Reading Frameworks.
October and November- Retelling Stories December- Plot January and February- Exploring Non-Fiction
March- Author’s Purpose, point of view, lessons and morals, and Making inferences
April-Exploring Poetry May- Cause and Effect June- Dramatic Reading
Multiple Meanings of words Synonyms and Antonyms Compound Words Beginning Dictionary Skills Contractions Apostrophe (‘s) Possessive Nouns vs. Plural nouns Nouns, Verbs, Adjectives, adverbs,
pronouns ABC Order
The Most Important Thing
ConsistencyIt is hard for us as teachers to not be reading with our students everyday. In order to make this work we wanted consistency throughout the grade level.
How do we communicate students’ progress their homeroom teachers on a consistent basis?
How do we keep learning goals consistent between groups while covering all of the town and state standards?
How do we teach the language skills that vary by group in a consistent manner?
What’s working Parent survey Feedback from students Plans for expanding to full day kindergarten
Patty de [email protected]
Karen Feeney [email protected]
Jane [email protected]
You are invited to observe our reading model any day except for Wednesdays between 8:30 and 10:30 AM. Please confirm date in advance.