Description
Small group reading instruction allows teachers to differentiate learning based on the students’ needs and interests and allows for flexibility. There are a variety of methods for grouping students and potential benefits in each type of grouping. Student progress must be monitored during small group instruction to determine proper grouping, check for mastery, and assess lesson effectiveness.
Part 1: Standards-Based Small Group Support
Imagine that you have taught the whole class reading lesson from Topic 1 and given the summative assessment. Based on the data collected, some of the students in your class need reteaching, some need reinforcement, and some need enrichment. In Part 1 of the “Small Group Reading Instruction” template, describe the instructional strategy or activity you would use with each small group of students and the progress monitoring tool you would use throughout the small group lesson. Use the same standard and learning objective used in the Topic 1 Part 3 lesson and apply any instructor feedback you have received.
Part 2: Research and Reflect on Approaches to Small Group Instruction
Using the topic Resources and your own research, reflect in 250-500 words on approaches to small group instruction. In your reflection include the following information:
Explain the purpose of guided reading and best practices when providing guided reading instruction, including an appropriate approach to grouping students.
Describe one method for structuring guided reading lessons.
Explain how guided reading can fit into a literacy block and how it connects to whole group instruction.
There are many ways to group students for small reading group instruction. Describe one additional approach to grouping students, explain the purpose of that grouping approach, and discuss the benefits to student learning.
Support the assignment with 2-3 scholarly resources.
Unformatted Attachment Preview
Small Group Reading Instruction
Part 1: Standards-Based Small Group Support
National/State Reading Standard
Learning Target/Objective (LO)
Instructional Strategy
Progress Monitoring Tool
In 75-100 words describe a strategy or
Identify one progress monitoring tool you can
activity to support each group’s learning.
use throughout the small group activity.
Group 1: Exceeded the Standard and LO (Enrichment)
Group 2: Met the Standard and LO (Reinforcement)
Group 3: Did Not Meet the Standard and/or LO (Reteach)
Part 2: Research and Reflect on Approaches to Small Group Instruction
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Reflection
References
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Planning Reading Instruction
Part 1: Approaches to Reading Instruction
Approach
Description of Approach
Reading workshop method
Literature circles strategy
Sustained silent reading approach
In this strategy, learners are exposed to a group of individual learning processes and activities.
The primary goal is to enhance the learning process by encouraging the students to read. It
comprises multiple activities and tasks, which may include individualized learning, group
interactions and a direct instructional framework. Its effectiveness is based on the capacity to
enhance a culture of reading.
This approach allows students to create a group where they learn more about a given book. The
primary aim is to understand the context, content and core ideas presented through the selected
text. This strategy fosters critical thinking since learners are encouraged to develop new ideas
and concepts from their initial interactions with the book (Daniels, 2023). Students in such
groups meet at defined times to perform specific discussion tasks concerning their text.
This model involves an individualized approach where learners are allowed to read a given
book without external interruptions. It is based on the idea that silent reading promotes
understanding and allows learners to internalize the encountered ideas. It is linked with various
benefits like enhanced fluency and ease of understanding the underlying concepts. Students
read without engaging with the teacher or each other to encourage comprehension.
Part 2: Reading Standards and Learning Objectives
Literature
Standard
Learning Objectives
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4th Grade: Describe in depth a character, setting, or event in a The students should be able to write a summary of a character, event
story or drama, drawing on specific details in the text (e.g., a or story by integrating the core details contained in the selected
character’s thoughts, words, or actions).
resource with 95% accuracy. This objective seeks to ensure that the
learners understand the best ways to collect insights from a given
setting and relate the character to the drama, event or story with the
highest accuracy level. This objective will allow the teachers to
assess the progress that the students made concerning this standard.
In Wisconsin, this standard allows students to draw logical
connections by explicitly or implicitly defining a given resource in
the classroom setting (Wisconsin Department of Public Instruction,
2024). Therefore, it empowers teachers to establish an effective
learning environment where students understand the strategies to
draw connections and conclusions from the provided text.
8th Grade: Analyze how differences in the points of view of
By the end of the program, grade 8 students should be able to define
the characters and the audience or reader (e.g., created
diverse dimensions and arguments by using various literary devices
through the use of dramatic irony) create such effects as
with at least 90% accuracy. When reading literature resources, the
suspense or humor.
students are expected to understand the different elements defining
each resource. For example, they should accurately classify texts
according to genre, among other attributes. Similarly, they should
evaluate the factors influencing actions and apply critical thinking to
evaluate alternative viewpoints defining the characters in the
context. Such awareness is vital for enhancing the effectiveness of
the learning process. The students are expected to understand how
different characters and events interact with each other according to
the Wisconsin standards (Wisconsin Department of Public
Instruction, 2024).
Informational
Standard
Learning Objectives
4th Grade: Explain events, procedures, ideas, or concepts in a
historical, scientific, or technical text, including what
happened and why, based on specific information in the text.
By the end of the session, students should be able to analyze the
primary ideas witnessed in a given text by creating connections
between concepts through a research-oriented model with about
90% accuracy. This objective is concerned with empowering the
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8th Grade: Determine an author’s point of view, perspective
and purpose in a text and analyze how the author
acknowledges and responds to conflicting evidence or
viewpoints.
students to create connections between the core ideas witnessed
within a given text. The students should learn how to create
relationships in a story using a research-oriented approach. Such
awareness is necessary for enhancing the effectiveness of the
learning process. Students are expected to explore the internal
elements contained in a given text to create meaning according to
the primary themes and context (Wisconsin Department of Public
Instruction, 2024).
The students should demonstrate the ability to explore alternative
perspectives that may best represent the primary ideas presented in a
given text with 100% accuracy. They should be able to examine the
strengths and weaknesses of a given book or resource by examining
their personal and author`s biases depending on the topic in the
context. This awareness is vital for ensuring that students adopt
critical thinking to challenge their beliefs and adopt a neutral
position when analyzing a given resource.
Part 3: Whole Group Reading Lesson
Grade Level
4th grade
National/State Reading Standard
Identify one of the reading standards
from Part 2 that will be the focus of the
lesson. Standards must align with the
lesson’s learning targets/objectives and
assessments.
Specific Learning
Target(s)/Objective(s)
Learning objectives are designed to
identify what the teacher intends to
measure in learning. These must be
aligned with the standards.
This section has selected standard 1 for the grade 4 students, which is: “4th Grade:
Describe in depth a character, setting, or event in a story or drama, drawing on specific
details in the text (e.g., a character’s thoughts, words, or actions).”
The students should be able to write a summary of a character, story or event based on
the context with 95% accuracy. Students should demonstrate that they understand the
primary ideas presented in a story or by a character, depending on the selected case.
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Whole Group Lesson
Explain how the information will be
presented to students and describe
activities you will use to engage students
in practicing and applying the learning
target/objective before reading, during
reading, and after reading the core text.
Differentiation
Explain strategies to differentiate the
whole group lesson to support each
group of students.
Pre-reading:
Before reading, the teacher will engage the students through preliminary preparation.
The tutor may provide a short description of the story or character in the context while
defining the expected outcomes that must be fulfilled. They may set cues that students
should observe to ensure that they match their reading with the learning objectives and
expected outcomes.
During Reading:
When reading, the teacher should create pauses that allow the students to reflect on the
passage encountered. In-group discussions should be encouraged to ensure that the
students are highly motivated to continue with the exercise. Small discussion
interactions may enable the learners to exchange ideas about the primary themes
encountered throughout their reading. Such an exercise is critical because it enables the
learners to engage each other to keep the sessions lively.
Post-reading:
After the reading exercise, the teacher should ask the students for a short silent
reflection. This duration is essential because the learners will have an opportunity to
internalize the lessons learned and go over the passage again to grasp the primary
themes. The teacher should encourage a group-based discussion informed by a questionand-answer session (Diller, 2023). This interaction aims to ensure that the students
contribute towards the topic and passage by outlining the lessons learned according to
the predefined outcomes and objectives.
English Language Learners:
The core differentiated activity to consider for English learners is providing them with
individualized assignments (Diller, 2023). Each student should be given a given task to
complete according to the topic in the context. Secondly, they may benefit from
developing a personalized response and reflection towards the passage. Such activities
ensure that the students exercise critical thinking when reading the provided resources.
Students with Disabilities:
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Students with various challenges may benefit from collaborative learning exercises.
Such interventions are concerned with ensuring group-based learning where each
individual contributes towards a common assignment (Diller, 2023). The tasks may be
adapted to reflect the needs of each student.
Students with Gifted Abilities:
This group should be subjected to individualized assignments that match the expected
learning outcomes. Each learner should be oriented towards responding to a
personalized version of the primary assignment created for the rest.
Early Finishers:
Early finishers should have an adapted assignment where they can join other groups to
assist the rest in accomplishing their tasks. Establishing flexible teams may enable such
learners to share ideas with similar peers according to the nature of the assignment in
the context.
Assessment
Explain one formative assessment that
will be used to gauge student learning
throughout the lesson that provides
meaningful feedback. Additionally,
provide a summative assessment to be
used at the end of the lesson to allow
students to demonstrate their knowledge
and mastery of the learning
target/objective.
Formative Assessment:
The teacher in this context may adopt a strategic assessment approach to gauge the
progress that the students have made. One such intervention is by creating exit tickets.
This approach allows students to answer a given question before they are allowed to
leave the room. Similarly, short quizzes may be administered to guarantee that each
student understands the context and meets the learning objectives.
Summative Assessment:
a
Summative assessment may include an end-of-chapter examination. This test is critical
for observing the progress made by the students throughout the session. Other
approaches may include continuous assessment tests that focus on the learning capacity
of the students within a given duration. This strategy offers a standardized framework
for evaluating the effectiveness of the learning process and the progress made.
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References
Daniels, H. (2023). Literature circles: Voice and choice in book clubs & reading groups. Routledge.
Diller, D. (2023). Making the most of small groups: Differentiation for all. Routledge.
Wisconsin Department of Public Instruction. (2024). Wisconsin Standards for English Language Arts. Wisconsin Department of
Public Instruction. https://dpi.wi.gov/ela/standards
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