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.
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.
Heather Rader demonstrates the importance of a varied reading diet to a second-grade group, sharing her own stack of books.
Mary Lee Hahn considers how book clubs have changed over time in her fifth-grade classroom.
In this discussion with fifth graders about her book Paper Things, author Jennifer Richard Jacobson and the students share strategies and tools for visualizing scenes and characters when they are writing stories.
Andrea Smith helps a group of boys take notes during an owl research project.
Jan Burkins and Kim Yaris share three questions teachers should ask themselves when guided reading groups aren’t going well.
Cathy Mere provides grouping guidelines for primary teachers.
Stella Villalba leads a guided reading group of first-grade English language learners, beginning with building vocabulary.
Suzy Kaback ponders the precociousness of two kindergarten readers.
Clare Landrigan leads a "quick and frequent" small group that integrates phonemic awareness activities with assessment.
Franki Sibberson gives a group of boys a “lift a line” assignment to build their close reading skills.
Ruth Ayres has advice for effective peer feedback in writing workshops.
Sean Moore meets with a group of second graders to remind them how to use sticky notes strategically while they are reading.
Linda Karamatic observes a second-grade boys book club using tokens as a cue for turn taking, and then discusses her observations with the students.
Franki Sibberson shares a range of books that include compelling female characters with a group of fourth-grade girls.
Beth Lawson finds that a nonfiction research book club is just the grouping structure needed for a group of struggling readers in her fourth-grade classroom.
Katie DiCesare meets with first graders Anna and Brendan to help them learn from each other and prepare to share their rereading strategies with the whole class.
Franki Sibberson continues a discussion with a small group of students who often abandon books. This is the second installment in a two-part video series.
Franki Sibberson works with a small group of fourth graders who often abandon books.
Gretchen Taylor goes through the stages of "value-added grief" when her sixth-grade team receives disappointing test scores from the state. Teacher research helps her find joy again in her classroom, as well as some useful strategies for helping a group of struggling readers.
Katie DiCesare confers with a group of first graders about their writing notebooks, goals, and drafts about the characters they are studying during reading workshop.
In kindergarten, table groups are a natural and informal way to help groups of students learn new skills through eavesdropping. In this short video from Mandy Robek's kindergarten class, Mandy targets the same skill of defining syllables during individual conferences at the table so that the learning is reinforced for all.
Shari Frost considers the “go-to” instructional strategy for struggling readers, word study, and explores how to make it work well in a case study of a third-grade group.
Katie DiCesare brings together a group of her first-grade students who are reading nonfiction, helping them to expand the ways they share what they are learning with classmates.
Karen Terlecky meets with two fifth graders who both share the same need identified on a recent formative assessment, inferring character traits.
When middle school students have choice and independence in book clubs they lead themselves, how do you assess their learning and thinking? Katie Doherty provides a variety of question prompts she uses with groups to spark reflection on learning.
Max Brand describes why wipe-off boards are such a valuable tool for work with young English language learners in small groups. The article includes a video demonstration.
Max Brand takes two kindergarten English language learners from reading a familiar book to exploring a new text, and explains in the debrief how he targets specific reading skills.
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