guided
EBP Student Ownership of Learning
Overview
Engagement to Ownership
Student ownership is evident when students can articulate what they are learning, why they are learning, strategies that support their learning, and how they will use these strategies in the future. The table below outlines what students are doing at each part of the progression from doing to owning.
Any phonics based learning will work-not necessarily Orton Gillingham
Mrs. “O”-Modified Reading Workshop/Guided Readers/OG Lessons
While I would welcome a 90-minute reading block to work with all my 3rd, 4th, and 5th graders, I only get 45 minutes. I am looking forward to the future and the change of working once again with two grades, I would get close to an 80-minute reading block, but since moving to three grades, I get less. We make the best of it.
The typical reading workshop includes the mini-lesson, work time (word work), comprehension, and share time.
Week one:
Monday’s whole group intro to new sounds. The vocabulary words with the taught sounds are embedded with their assigned high-interest reading activities throughout the following two weeks. A pretest is given on their newly assigned book after one reading. The sounds are determined from Orton Gillingham's scope and sequence.
Tuesday thru Friday for two weeks: Three stations are run to maintain high interest and repeat learning with multi-sensory techniques.
- Word work: Each group is given up to 6-8 words.
Words are taken from their book and/or their OG Scope and Sequence framework and assigned.
Using playdough for letter formation and other high-interest activities to learn new vocab words are used during their 20-minute station. Small group discussion takes place about each word and repeat writing and reading occurs. EBP activities are utilized.
- Mrs. O station: Depends on previous data to determine what is worked with. Sometimes sounds, comprehension strategies, and oral reading are rehearsed.
- Computer-based: The digital program, Guided Readers presents the student with engaging activities to support their assigned book and sounds. They may be identifying the setting or problem within the story, inferences, look-backs, syllables, and basic reading/spelling monitoring via self-recording of the book. Mrs. O has access to monitor all the student’s reading abilities for diagnostics.
On the second Friday of the two-week lesson, students will take a vocab/spelling test, and their second comprehension test. This serves multi-purposes.
- Increase and learn to spell new vocab words!
- Check-in on comprehension strategies-make sure students are using their look-backs and scanning words to search for information. (Data collected also for their IEP goals)
- Graph their own progress (student ownership), which is posted outside under their own privately chosen alias names. Sometimes it becomes a healthy competition.
Traditional 20-minute OG lessons are given twice a week. For students with more severe cognitive impairments, a longer time is needed with additional multi-sensory activities and repeated learning. Everything in an OG lesson is given during this two-week cycle.
Rules to establish with Reading Workshop (RW)
https://www.youtube.com/watch?v=iGnVPIZnW6o