2. DEBORAH COCHRANE
✄Leroy, Wolcott Street Elementary School
✄3rd grade general education class
✄Special Education Students (Inclusion)
✄Various reading levels
(below, average, above)
✄One student whom is visually impaired

4. LITERACY INSTRUCTION METHODS
✭ Mrs. Cochrane, along with the entire school district, uses a variety of
literacy instruction methods. Student’s have a text book (RIGBY) in
which is used for guided reading.
✭ Mrs. Cochrane implements both whole group instruction, small group
instruction and one-on-one leveled reading instruction.
✭ Students are evaluated by testing to find their reading levels (click the
image below to see the chart). The test includes; reading aloud, reading
to self, multiple choice questions for comprehension and unaided/aided
retellings.

5. WHOLE GROUP INSTRUCTION
📕 Whole group instruction takes place with the use of the
students Rigby textbooks. Each chapter is called a “theme”
(Example: Theme 1 = Chapter 1). Each Theme has a different
skill in which students will be focusing on. Some examples of
Theme skills are; comprehension skills, story mapping,
sequencing, free writing, thinking beyond the text, graphic
organizing etc.
📕 Each theme went as followed; First students would read an
excerpt in the beginning of that theme introducing 5 new
vocabulary words and and explanation of what skill they were
going to be working with. Next, students would use
dictionaries to find the 5 words and their meanings and copy
them into their journals.

6. WHOLE GROUP INSTRUCTION CONT.
 After copying the vocabulary words into the
dictionary, the next lesson would consist of a story
incorporating the vocabulary words. The story would
also lead them into the use of the skill they are learning
about. (For example: If students were working on
sequencing and read “The Three Little Pigs,” they would
then be expected to tell the stories most important details
in a sequence.) Students then must complete a test for
each theme.
 Also, during whole group instruction, the use of the
SMART board was incorporated often. Students played
games on the SMART board that incorporated their
vocabulary words.

7. SMALL GROUP INSTRUCTION AND GROUPING
 There are about 5 different groups that would meet together
with Mrs. Cochrane during guided reading time. The groups
were divided up by their reading levels. This allows students
to read and discuss literature with their peers whom are on
the same reading levels as them, as well as incorporating
differentiated instruction for those whom read at a lower or
higher level.
 While small groups meet with Mrs. Cochrane, the remaining
students will read and/or write independently.
 There are many books to choose from for each individuals
reading levels.

8. ONE-ON-ONE INSTRUCTION
📕 One-on-one instruction is only present for two types of
instruction which are; pull out instruction and reading level
evaluation instruction. Some students were pulled out for
extra help with literacy instruction which was a one-on-one
setting. All students meet with Mrs. Cochrane every so often
to see if their reading levels have decreased, increased or
stayed the same since their last evaluation. 📕

9. MATERIALS
 Rigby textbooks and Teachers edition
 Reader leveled texts
 Worksheets pertaining to particular themes
 Numerous different types of graphic organizers
 Theme tests
 SMART Board
📕 📕 📕 📕 📕 📕 📕 📕 📕 📕

10. ASSESSMENTS
 Theme tests included; vocabulary questions, multiple
choice questions and short answer questions pertaining
to that particular theme.
 Some of the students work samples from the themes
skills were collected and assessed such as; graphic
organizers, free writes, papers etc.
 All students are assessed on their reading levels
throughout the entire year.

11. GOALS, EXPECTATIONS AND VALUES
 The goals of this literacy program are to help students
become better readers and assist them with learning and
implementing skills to help them better comprehend what
they are reading.
 Students are expected to be able to implement these new
skills on their own in order to reach their own goals of
advancing their literacy skills.

12. HOME-TO-SCHOOL LITERACY CONNECTION
 Mrs. Cochrane, along with all of the other elementary teachers
(as they all follow the same steps) is very good with keeping the
students parents aware and involved. Before each theme that
the students will be learning, a letter will be sent home
informing the parents exactly what the theme entails and what
the students need to do to prepare in order to do well in that
particular theme.
 Also, students are to read a certain amount of time at home
each week. Parents are to sign a piece of paper for each night
that their child read at home and for how long.
 Lastly, students and parents are to keep track of the books that
students read on their own.

13. TIME FOR WHOLE GROUP INSTRUCTION
 Whole group instruction for Rigby literacy instruction is
implemented every day, for any where between 15 and 25
minutes. During whole group discussion, Mrs. Cochrane
instructs the entire class in the literacy lesson. Each
theme has a topic, vocabulary words and a skill to work
on. Therefore, for whole group instruction the entire
class will read aloud a story in their Rigby text books lead
by their teacher. There is always a fiction story and a non
fiction story for each theme (completed different days).
 Whole group instruction also consists of vocabulary
review that is completed through group cooperation
using the SMART board.

14. ANALYSIS OF INSTRUCTIONAL TIME FOR WHOLE
GROUP INSTRUCTION
📕 I am definitely in favor of the Rigby Star whole group literacy instruction
lessons that are implemented in this school district. These lessons provide
adequate time for learning necessary comprehension and organization skills.
It was clear that the students enjoyed the Rigby literacy lessons, as they
became excited when it was time to begin each lesson.
📓 Literacy skills are definitely hard for students to learn. Rigby reveals many
different skills and strategies to ensure that students instruction is
differentiated to fit all learners learning needs.
📕 However, I believe that less whole group instruction could benefit many
students, if small group instruction could replace it. Learning from your
peers is a beneficial method for many types of learners.

15. TIME FOR SMALL GROUP INSTRUCTION
 Small group instruction is implemented every day. Small group
instruction is when Mrs. Cochrane meets with each reading
level group. There are around 5 different reading level groups
that have been formed and altered through out the year
depending on the students reading levels. Each group has
about 15 minutes of small group instruction one day out of the
week.
 Small groups instruction also takes place when students are to
work with others on tasks that go along with their theme skills.

16. ANALYSIS OF INSTRUCTIONAL TIME FOR SMALL
GROUP INSTRUCTION
📕 The time allocated for small group instruction is definitely beneficial
for diverse learners. However, I would recommend that they be
incorporated even more if possible. Speaking from
experience, many student benefit more from small group activities
rather than whole group instruction.
📕 As a literacy coach I would assist the teacher by differentiating
instruction in order to incorporate more small group
instruction, where applicable to fit these diverse learners needs.

17. ONE-ON-ONE INSTRUCTIONAL TIME
📕 One-on-one instruction is implemented only when students are
pulled out for extra help, have a teacher push in to help an individual
or when Mrs. Cochrane has one individual attempting to go up a
reading level (Rigby guided reading leveled book tests).

18. ANALYSIS OF ONE-ON-ONE INSTRUCTIONAL
TIME
📕 As a literacy coach, I would recommend to the teacher to
incorporate some sort of individual project that involves
only them and that one individual.

19. ANALYSIS OF TEXTS USED:
 Whole group - The Rigby text book has great strategies to help students who
are good and/or struggling readers. It is good to introduce students to more
than one strategy for comprehending and organizing literature. Also, it is
beneficial that Rigby include fiction and non fiction selections.
 Small group – There are a large amount of small group text book
selections for each reading level. These books consist of fiction and
non-fiction selections, as well as a variety of different topics to intrigue
students interests.
 Individual – Students are always allowed to check out books from the
classroom to read on their own. The classroom has a ton of choices
from genre to topic to reading level. I love seeing students enthusiasm
when it comes to their individual reading choices. However, Mrs.
Cochrane did divide the books by reading level and would tell students
(based on their reading levels) which books they could chose from.

20. CONSIDERATIONS AND SUGGESTIONS
 I believe that the system used in this classroom provides
a good example of a balanced literacy program and
workshop approach. However, if I were to make a
recommendation it would definitely be to attempt to have
more small group instruction and less whole group
instruction. It seems that students benefit more from
small group instruction because it is less students to one
teacher. Small group instruction also provides
opportunity for differentiated instruction.

21. CONSIDERATIONS AND SUGGESTIONS CONT.
⧾ I myself have participated in this literacy instruction
program in this exact class room as I student taught here.
The students responded well to the individual lessons but
many seemed to struggle on the theme tests. I feel as
though, as a literacy coach, I would try to differentiate the
testing assessments. It would be interesting to see if some
of the students who were failing the theme tests actually
knew the material but were having some sort of issue with
the whole “testing” aspect. By this, one could see what type
of testing each individual responds best to (multiple
choice, short answer, verbal answers, typing, etc.) and
implement the testing that way.
⧾ Also, more assessments should be taken on the non
testing elements completed in each theme.