How many? How often? How to assess? What's the teacher's role? We share flexible and creating strategies for leading groups, and teaching students how to partner and work well with classmates independently. Resources include everything from planning and assessment forms to scores of video examples of groups in action at many grade levels.
Mark Levine releases responsibility for teaching and assessment to students late in the school year, and hears echoes of learning from previous units.
Dana Murphy explains how her small-group planner is an essential tool for organizing groups in her fourth-grade classroom.
Tara Barnett and Kate Mills describe how they help teachers move from guided reading to strategy groups in the upper elementary grades.
Franki Sibberson pulls together a group of fifth graders to explore writing mentors together.
Tara Barnett and Kate Mills are discouraged by the random and idiosyncratic responses to reading they are seeing among first graders. They implement a series of lessons to help students move to evidence-based reading responses.
Gigi McAllister leads a group of boys who are just starting the novel in verse The Crossover in her fourth-grade classroom.
Christy Ruth-Levine leads a small group of eighth graders as they explore how to include textual evidence in their literary analysis essays.
Mark Levine finds Russell Freedman book clubs are a great way for his middle school students to deepen understanding of history and empathize with young people who lived through previous eras.
Shari Frost helps a teacher who has guided reading groups that have run amok, and discovers the real culprit is a lack of time for reading and writing in the literacy block.
Bitsy Parks helps first graders early in the year engage with the library by introducing a series with companion stuffed animals to a small group.
Christy Rush-Levine shows a group of three students how they can use a storyboard to help track thinking while reading.
Katherine Sokolowski helps her fifth-grade students expand their territory for their animal research projects by sharing information sources and peer connections.
Setting small-group goals can be tricky, and the complexity is compounded when you are working with English language learners. Kate Mills explains her goal-setting process with K-3 ELLs, and gives examples of how it works.
Katherine Sokolowski demonstrates how she helps a group of girls in her fifth-grade classroom learn to help each other select books based on previous experiences and tastes.
Tara Barnett and Kate Mills develop a process of pre-assessment, careful planning, and systematic recordkeeping to up the value of their small groups.
Gigi McAllister tries student-led discussion groups in her fourth-grade classroom, with disastrous results. She regroups the following year with multiple lessons, anchor charts, and preparation to ensure success.
Gigl McAllister explains why she hosts optional lunchtime author studies, with practical tips on getting started.
Katherine Sokolowski leads a small group of fifth graders who have chosen similar topics for their projects in an environmental unit.
Gigi McAllister meets briefly with a group of fourth graders who are all exploring theme in picture books.
Gigi McAllister helps a group of fourth graders evaluate questions for fostering good group discussions.
Katherine Sokolowski meets briefly with a group of fifth-grade girls to go through the notes they are taking for their environmental studies project and talk through next steps.
Christy Rush-Levine has her middle school students complete a fun and sophisticated reading activity using Muse magazine to sort through what might be fact or fiction. In this second installment of the video series, students discuss the articles they have read.
Katherine Sokolowski meets with a group of fifth graders who are all researching the use of nets in fishing and the environmental effects of the process. She works to build connections among classmates as well as research skills.
In this podcast, Jennifer Serravallo shares her “then” and “now” reflections about how guiding groups has evolved in her classroom.
Gigi McAllister finds taking time to have students browse texts before forming book clubs makes all the difference in the quality of the discussions.
Tara Barnett and Kate Mills find the young learners in their classroom have mastered the art of turning and talking only with close friends. They provide practical suggestions for expanding the circle of peer response.
Jennifer Richard Jacobson chats with a group of fifth graders about how to generate ideas for writing independently each day.
Andrea Smith’s fourth graders are working on an Owl Research project that integrates reading, writing, talking, listening, and content literacy.
Katie DiCesare finds her guided reading practices are rusty, so she develops some new strategies to improve her work.
How can you support the “outliers” in classrooms — students with unique needs or profiles who don’t neatly fit into any instructional group? Shari Frost offers some strategies.
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