What data should we use to group students? | mCLASS, running records, informal observations, and reading conferences. | mCLASS, running records, informal observations, and reading conferences. |
How do we group students? | Students are grouped based on similar needs, not necessary the same reading level. | Students are grouped based on a similar reading level. |
What do students learn? | Teachers can model several strategies in one session. | Teachers focus on one specific strategy per lesson. |
When should I switch groups? | Once the students have mastered the skill being taught, the teacher can regroup. | Groups stay together for several lessons until the teacher determines that any of the students are ready to move to a different level. Before moving students to another level, the teacher must ensure the students have mastered the reading behaviors for the level being taught. |
What books should I select? | The teacher should select a text or article (either online or in print) that will support the specific skill being taught. | The teacher should select a text based on the student’s instructional level, and ideally the book would support the content being taught. |
What is the role of the teacher before meeting with the students? | The teacher will pre-select a text to use and plan the lesson based on the students’ needs. | The teacher will pre-select a text to use and plan the lesson based on the students’ needs. |
What does this look like? | The teacher will introduce and model how to use a specific strategy. Next, the students will practice the strategy independently while the teacher listen-in and provides specific feedback. Finally, the students will share how that strategy helps them become better readers. | The teacher will introduce the text and new vocabulary words (+ HFW words/sight words in lower levels). The teacher will model a teaching point to the whole group. Next, students will read the text independently while the teacher completes a running record and coaches the student through challenging parts of the text. Finally, they will discuss comprehension questions and complete a writing activity. |
Where do I record my small group observations, plans, etc? | The teacher should have a reading binder where he/she can keep their lesson plans, attendance and observations. | The teacher should have a reading binder where he/she can keep their lesson plans, attendance and observations. |
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