Small group reading instruction allows teachers to differentiate learning based on the students’ needs and interests and allows for flexibility.

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.

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