Purpose: To accelerate the learning of students not
yet on
grade level
Time: 30 - 45 minutes
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In a perfect world all students would enter our classrooms on
the first day of school reading and writing proficiently - at or
above grade. But, alas, that is not the case. What
do we do? No matter how effective our whole class
instruction - for some students this will not be enough to help
them catch up. So, how do we accelerate their learning?
It is done with small flexible instructional groups.
Text used with small groups is text on the students'
instructional reading level. The reading levels of these
students are determined by running records. Running
records or IRIs are administered one-on-one during Self-Selected
Reading. Does this mean we must administer running records
for all our students? In the primary grades we should
definitely. By the middle grades it is a must for those
students performing below grade level.
It is crucial to use a variety of text for small group
instruction in the middle grades. This should include
narrative, expository, technical readings, and poetry.
The small groups are flexible. It is our
goal to "grow" these students. As the
instructional reading changes the student should rotate into
another small flexible group.
Small group instruction may be delivered in a variety of
ways:
FROG
Used in high-risk schools or classrooms
Teacher instruction daily
Flexible Guided Reading Groups
Fewer high-risk students
Teacher rotates instruction throughout the week
Literature Circles
Students reading on or above grade level
Teacher meets with group at least once per week
Block Format
Language arts teachers with multiple classes do not have
time to instruct small groups. At this level students
still functioning below grade level receive small group
instruction in a setting other than the classroom. This
may be extended day, resource, etc.
Resource
The resource teacher plays an important role in giving
students "in addition to" rather than "instead
of".
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