Dancing with Data

1
Dancing with Data

• How can teachers develop a balanced reading
  program using both homogeneous and heterogeneous
  groups?

2
Old Dance Moves

• Whole class reads same book
• Book clubs heterogeneous
• Common written responses

3
Old Dance Moves

• Advantages
• Teacher can focus on one piece of literature
• Students share experiences from common literature
• Enables teacher to use whole class instruction to
  develop reading strategies and note taking skills
• All students are exposed to a diverse range of
  abilities

• Disadvantages
• Higher performing students may not be challenged
• Lower performing students may be left behind
• Responses to literature are all written and lack
  multiple avenues to demonstrate understanding
• No opportunity for student selection of classroom
  literature

4
New Dance Steps

• Author study using homogeneous grouping
• Core literature book with off level book
  (homogeneous and heterogeneous grouping)
• Student choice from selection of historical
  fiction related to social studies content
  (heterogeneous grouping)

5
Author Study

• Students grouped homogeneously based on data from
  NWEA, MEA, DRA and classroom observation
• Teacher selection of literature for author study
  (Roald Dahl) based on Lexile levels
• All students required to complete book club notes
  and vocabulary study
• Book clubs meet daily to discuss the assignments
• Variety of responses available for appropriate
  levels
• Open ended concluding response/project provided
  opportunity for students to demonstrate their
  reading experience through chosen modality

6
Author StudyHomogeneous Groups

• Advantages
• Students read literature at appropriate
  instructional level
• Homogenous groupings conducive to individual
  support as necessary
• Opportunity to compare and contrast books through
  community share, find common themes and identify
  authors style
• All students progress with book club strategies
• Varied responses demonstrate individual points of
  view
• Open ended response/project gives students
  opportunity to share strengths and interests

• Disadvantages
• Book clubs lack diversity of abilities
• Requires more teacher preparation

7
Core Literature Book and Off Level
BookHomogenous/Heterogenous Groupings

• Grade level and advanced readers read core book
  and meet in heterogenous book clubs
• Readers requiring extra support read off level
  book with similar theme to core book and meet in
  homogenous group

8
Core Literature Book and Off Level
BookHomogenous/Heterogenous Groupings

• Advantages
• Students with varied reading skills work together
  and are able to progress at an appropriate pace
• Opportunity to provide extra support and reading
  instruction for challenged readers in small group
• Challenged readers work at appropriate pace in a
  comfortable setting
• Reading experiences with common theme related to
  social studies curriculum
• Continued development of book club skills

• Disadvantages
• Challenged readers miss opportunity to experience
  exchange of ideas with higher level readers
• Challenged readers may feel segregated

9
Student ChoiceHeterogeneous Groupings

• Teacher presentation of selected literature
  related to social studies content
• Students preview books and prioritize choices
• Teachers organize groups based on student request
  and ability to ensure heterogeneous groups
• Continued development of book club skills and
  varied responses to literature
• Community share among groups to highlight common
  themes

10
Student ChoiceHeterogeneous Groupings

• Advantages
• Student selection of book
• Teacher ensures heterogeneous groups
• All students reading within a common theme which
  synthesizes prior social studies instruction
• All students are exposed to a diverse range of
  abilities and perspectives
• Opportunities for student selection from varied
  responses

• Disadvantages
• Challenged readers may be reluctant to share
  ideas
• Possibility of fewer opportunities for extra
  support and instruction for challenged readers
• Requires more teacher preparation

11
Dance SolosIndependent Book Projects

• Taking SIPs out of Delicious Books
• Biographical Museum Project

12
SIPsSummaryInteresting VocabularyProduct

• Project packets include parent letter, deadlines,
  detailed explanation of assignment and product
  options (written, artistic and action)
• Students select Maine State Book Award nominees
  from current and previous years
• Independent reading is accomplished at home
• Majority of project work is completed at home
• Classroom Presentation includes brief summary of
  book and explanation of product

13
Biographical Museum Project

• Project packet includes parent letter, detailed
  explanation of requirements, deadlines and
  product suggestions
• Students select biography to read independently
• Students submit product proposals
• Project completed at home
• Presentation is in form of museum exhibit
  including
• required action product-characterization
• artistic product
• written product
• Museum exhibits open for school-wide visits

14
Independent Book ProjectsBenefits

• Ensures student is reading at independent level
• Provides structure to develop skills for
  completing long term projects
• Menu of product choices provides flexibility for
  student choice
• Provides opportunity for students to improve oral
  presentation skills
• Exposes students to a wide variety of literature
• Encourages parent support

15
Parent Feedback on Reading Program

• I think it is has been great. Josiah has been
  able to choose to do projects that interest him.
  It makes him enjoy the project more therefore he
  does a better job on the project and I dont have
  to push him to do it.
• Since reading is a sedentary acitivity, my child
  has never been instinctively drawn to books. The
  book projects and products have energized her as
  a reader and I have observed her blossom into a
  goal-oriented and inspired reader. Also, she has
  become interested in reading books that fellow
  classmates have reported on.
• Programs like this really open up experiences
  for children to explore individual areas of
  interest. The expectation are realistic and
  presented with plenty of time for students to
  read, plan, organize and complete the assignment.
  It makes me want to be in fifth grade again!

16
The Last DanceConclusions

• When dancing with data make sure you like your
  partner.
• A strong team is essential for creating a
  successful reading program.

17
Conclusions

• At the beginning of the school year, whole class
  instruction sets the stage for expectations in
  book clubs.
• Using heterogeneous and homogeneous grouping
  flexibly, enables teachers and students to
  experience the benefits of both.
• Independent book projects allow students to
  select books of interest and demonstrate ability
  to use reading strategies practiced in the
  classroom.