Tiger Tribute
Week of: February 25th-March 1st
Good to Great: Planning and Implementing Strategic Reading Groups
The teachers who see the greatest success and the most gains in their classrooms are not only pulling small groups-they are carefully planning for this time. They are grouping their student according to need-sometimes that is reading level, but it also may be based on a comprehension strategy they need, an area of phonemic awareness they are lacking, a fluency strategy. The possibilities are endless and the potential for growth is astonishing.
When planning and implementing your small groups, consider the following questions:
1-What is my teaching point?
2-How will I know they have succeeded?
3-What book will I use with them? Am I choosing it based on level? Topic? Specific elements of the text?
4-What specific questions will I ask to support their understanding?
5-How will I insure they engage with the text?
When reflecting after your lesson, think about these questions:
1-Did students spend the majority of this lesson reading and interacting with the text?
2-What evidence do I have that each child was successful?
3-Do I need to pull any of them and reteach?
A few best practices to keep in mind:
1-Avoid "round robin reading." When one student reads aloud and the others "follow along," they are likely not following along at all and they are listening to a less than proficient model of reading. Instead, have all student whisper read or read into a "reading phone." As they read, get up and listen in beside each child to assess their reading and understanding.
2-Set the focus: Just like in your whole group instruction, it is crucial that students in your small group understand their purpose for reading and what they will be able to do at the conclusion of the lesson.
3-Protect Your Time: When with a small group, make sure the other students know it is important not to interrupt. Some teachers use a visual cue for students, such as a reading crown.
4-Provide specific feedback: As students read, carefully note their challenges and successes. Don't interrupt them while they are reading, but make a quick note and follow up when they get to a stopping point. "I noticed when you came to the word "cart" you started to say "buggy," but then you corrected yourself. "How did you know the word was cart?"`
The resources pictured below are available in the PLC room and are a great place to get started for solid, research-based support with planning small group lessons.
Small Group Reading Demo Lesson
And one more reading strategy resource...
Weekly Events
Progress Reports this Week
- PBIS Stem Challenges
- 2nd Grade All Day Planning
- Building Bridges Program with Dr. Lohr
Tuesday, February 26th
- K-2 Curriculum Impact (take math adoption materials)
Wednesday, February 27th
- 3-5 Curriculum Impact (take math adoption materials)
Thursday, February 28th
- BT Monthly Mentor Log Due
- Behavior Queen Book Study
Friday, March 1st
- EC Field Trip
- Hi-Toms Visit
- Read Across America Day
Looking Ahead
District Walkthrough Window Opens this week-Focus will be on strategic small group instruction: the district team will be looking for teaching points and explicit instruction in small groups
March 4
- AP Meeting, Lohr
- Growth Mindset Book Study Meeting
March 5
- Tea Room
March 6
- K-12 Principal Meeting, Barr
March 7
- NCAGT Conference-AIG Specialists
- Leadership Team Meeting
March 8
- Making Sense of Mathematics, YMCA
Morning Car Duty Schedules-February
February 4-8: 2nd grade teachers, Carroll, Condon, York
February 11-15: 5th grade teachers, Barnes, Condon, Carroll, York
February 18-22: K Teachers, Joyner, Weaver, Brown, Glasgow
February 25-March 1: 5th grade teachers, Barnes, Condon, Carroll, York