Running head: LITERACY INQUIRY PROJECT

Literacy Inquiry Project Josh Borders, Emily Chestnut, Sean Moore Indiana University-Purdue University Indianapolis

LITERACY INQUIRY PROJECT Learning to read is the single most significant factor in determining a childs success in school and in life. Learning to read by Grade 3 is essential so that students can then read to learn (Costello, 2012, p.24). For this assignment, our trio chose to question and investigate the benefits of

small group literacy instruction for students. During the initial discussion of instructional strategies, each trio member immediately agreed that the small group method of teaching was more beneficial than whole group and one-on-one instruction. The first thoughts that came to mind when we discussed small group instruction were more personal interaction between the teacher and the student, as well as students learning from and assisting one another to be able to allocate the different books for various levels of readers. When children learn from one another it is less daunting for the teacher. While the teacher focuses on students having a difficult time with reading, other students are able to collaborate with their peers for feedback. This collaboration is a more effective strategy for students compared to learning in a one-on-one or whole group setting. We decided to research the benefits of small group reading instruction in order to conclude if our initial response to the question was accurate. In our research, the overall consensus is that small group instruction is the most beneficial method of instruction for all students. Small group instruction provides a learning atmosphere where students are given time and opportunities to demonstrate their level of reading. Teacher feedback is more easily given to each student in a small group setting (Goldenberg, 1993). Instead of addressing all students in the classroom, which would be a very difficult task, the teachers duty is reduced considerably by having literacy groups where students may help other students to receive feedback on

LITERACY INQUIRY PROJECT work. To implement the small group instruction method, we first must establish a baseline reading level for each student. In order to do this, a running record would be conducted at the beginning of school year to assess the current level of each reader. Not only would this baseline information provide the teacher with the ability to properly group the students, but it would also provide the teacher with an avenue for monitoring the progress of each reader (Costello, 2012). Once the reading level for each student has been established, the teacher can provide differentiated instruction for each group based on their individual needs. Grouping students by reading level enables you to focus on a few strategies for a particular reading group. However, it is important to continually assess the reading development of your groups as some students will be ready to move to another group sooner than others (Instructional Strategies Online, 2009).

In our classrooms, we picture small group reading instruction with students sitting around a half moon table and the teacher positioned in the middle, in order to effectively interact with each student. While the teacher works with the small group, the rest of the class can be working on various literacy activities. We feel this design would be best implemented by developing three stations around the classroom. The small group stations could be situated as follows: a quiet reading area, a literacy station using computers, and a station to work with the teacher. We feel that ability grouping, or grouping students with others that possess similar capabilities, would be an advantageous strategy. Grouping in this manner would allow the teacher to work with students that need more help with reading and students that have a high reading level would be able to move on from work they have finished. However, there are a variety of

LITERACY INQUIRY PROJECT viewpoints and opinions regarding the most beneficial method for grouping students. According to Drew McGary, a teacher at Perry Meridian Sixth Grade Academy, it can

also be effective to group higher level students with lower level students and vice versa. Ive noticed that my higher level students are able to encourage the lower level students in their group, not only academically, but also in regard to staying on task (personal communication, 2012). Also, students would be afforded additional resources other than just the teacher when grouped in this type of learning environment. Having students work with their peers is a great way for them to learn from one another and allows the teacher to help more than just one student at a time. Small group instruction is helpful for all learners, including new language learners and students who display at risk behavior. For students who are learning English as a new language (ENL), small group instruction is designed to provide targeted intervention to enable students to catch up on critical reading skills (Abbott, 2007). ENL students should be included with their peers when learning reading skills. Having ENL students in the classroom allows them to learn reading skills easier because they are learning these skills directly from another child. On the other hand, students whom possess behavior problems may not benefit from small group instruction. With these students, it may be necessary to implement tertiary prevention, such as functional assessment-based interventions and [one-on-one] instruction (English, 2005). From the research that we have done, we have many questions that have arisen after thinking about the benefits of small group instruction. After doing research about small group we would like to know more about whole group and one-on-one instruction to identify the benefits that they bring as well. Considering the varying perspectives

LITERACY INQUIRY PROJECT associated with grouping students within the small group instructions, we are left wondering which method would be most effectual. Along with the method of grouping, we were also curious about the best strategy for determining the ability level of each student. Is there a formative assessment or activity that would assist the teacher with this aspect of grouping or is it best accomplished by a mere observation?

LITERACY INQUIRY PROJECT References Abbott, M., Arreaga-Mayer, C., et al. (2007). Use of evidence-based, small group reading instruction for English language learners in elementary grades:

Secondary-tier intervention. Learning Disability Quarterly, 30, 153-168. Retrieved from http://web.ebscohost.com.proxy2.ulib.iupui.edu/ehost/pdfviewer/pdfviewer?vid=2 4&hid=25&sid=93eaf4a9-6929-404e-ba1d-10e77de27138%40sessionmgr4 Costello, David. (2012). The Impact of schools literacy program on a primary classroom. Canadian journal of education, 35 (1), 69-81. Retrieved from http://web.ebscohost.com.proxy2.ulib.iupui.edu/ehost/pdfviewer/pdfviewer?vid=1 1&hid=25&sid=93eaf4a9-6929-404e-ba1d-10e77de27138%40sessionmgr4 English, G., Lane, K., Menzies, H., Munton, S., Von Duering, R. (2005). The effects of a supplemental early literacy program for a student at risk: A case study. Preventing school failure, 50 (1), 21-28. Retrieved from http://web.ebscohost.com.proxy2.ulib.iupui.edu/ehost/pdfviewer/pdfviewer?sid=9 3eaf4a9-6929-404e-ba1d-10e77de27138%40sessionmgr4&vid=8&hid=25

Goldenberg, C. (1993). Instructional conversations: Promoting comprehension through discussion. The Reading Teacher, 46(4), 316-326. Retrieved from http://web.ebscohost.com.proxy2.ulib.iupui.edu/ehost/pdfviewer/pdfviewer?sid=b ca15188-99ee-405c-ab59-8018c5c37882%40sessionmgr110&vid=18&hid=108

Instructional strategies online. (2009). Saskatoon Public Schools. Retrieved from http://olc.spsd.sk.ca/de/pd/instr/strats/guided/groups.html

LITERACY INQUIRY PROJECT Who Did What?

Josh Borders Collaborated on initial question and discussion of topic Gathered and analyzed articles Conducted and wrote personal interview with Drew McGary Provided ideas for classroom application Contributed to further questions Contributed to revisions

Emily Chestnut Collaborated on initial question and discussion of topic Gathered and analyzed articles Initially wrote the introduction Initially wrote the section on ENL students and classroom applications Contributed to further questions Contributed to revisions

Sean Moore Collaborated on initial question and discussion of topic Gathered and analyzed articles Initially wrote the environment section Provided ideas for classroom application Contributed to further questions Contributed to revisions