Reading Group Instructions:
1) The class is divided into four reading groups. Each group is leveled based on the RTI reading screening. Steps for RTI (response to intervention)
a. Each student is given a 1 minute reading test at their grade level. Aides will help test all children. The words per minute are graphed. Children who score low (in the red zone) are retested.
b. Each child can also be given a reading level test by the teacher.
2) Based on reading level, the students are placed into four groups: The intervention group (those in the red zone) will be placed either in one reading group or with the non-readers. The goal is to have about 4-6 students in each group with the literacy group being the largest.
a. Red - Red zone students and/or the non-readers.
b. Green – Second level
c. Blue - Third level
d. Yellow – Literacy circle
3) During guided reading time, the teacher will meet with two groups a day. She will meet with the red students every day and then rotate the other three groups throughout the week. If there is a helper, then more groups can be met with during that day.
4) There are four reading binders labeled for each reading group. At the front of each binder are the objectives for each grade level for each quarter. The EPO’s are further divided into goals for each week. Each binder also has a section for each child in that group. For each student there can be test results and reading notes.
5) The students should have a book of their own that they can read. This is called an expert book. It is at their just right level meaning it is slightly challenging but not too hard. They will keep this book for the week and will read it four times, unless it is a chapter book. Several students may choose to read the same books or they can choose their own from home or the classroom.
6) The students need to write the name of the book they are reading on their home learning sheet in the read and lead section. Each time they read for 20 minutes, they can record the time on their read and lead form on their home learning sheet.
READING GROUP
7) Open the notebook. Ask each child to read a little bit of their book. They might first want to discuss the plot of the book. As the child is reading, write down the date, the name of the book read and some notes about their reading in the reading log. The teacher can also record the reading level of the book.
8) As the students read, the teacher also might want to note phonics issues such as long vowels or beginning consonants.
9) The teacher can also look at the EPO for the week and review the reading goal. For example if it is alphabetizing, the students can alphabetize some words on a chart. Be sure to check ahead and have a set activity for each reading group.
NON READERS AND Intervention Group
10) Non readers meet with the teacher every day. Students who are non-readers can be given either flash cards or simple books with no pictures. Based on their need, they should work on phonemic awareness with reading games, beginning sounds, ending sounds and sight words. Look at the notes at the beginning of the binder with what was covered during the previous session.
Literacy Circle – Yellow Group
11)
What do other students do that are not in reading group?
12) The teacher will write on the board the must do list. These are items that must be accomplished during that reading time. This can be unfinished work started in the class or independent projects. Each child also has a folder with simple worksheets for class seat work.
13) There will also be a can do list for when they finish the must do list. Activities should cover the weekly EPO objectives. Ideas are:
a. Work on a predetermined worksheet
b. Read silently
c. Listen at the listening center
d. Puzzles
e. Learning centers
Rules of the class during guided
14) They cannot disturb the teacher while she is working with students unless it is an emergency. They may ask others for help, keeping their voices quiet.
15) If they choose to not cooperate during guided reading time, they are given the 123 magic program. After 3, they either must sit by themselves on the floor near the teacher or are sent to another classroom. For severe disruptions, they will be given the opportunity to practice working independently during recess.