Welcome to week 2 of Making the Most of Small Groups!
This week we are looking at Chapters 3 & 4: Grouping and Comprehension
Let's look at chapter 3 first. When I want to group my students for small groups, how do I start?
That dreaded word.... assessment. Now, some times assessments do give us useful information for our students... it's when they duplicate the assessments and give them a new name. but I digress.... At the beginning of the year I usually do a DRA on my students to find out how my students need to be grouped. You can also group by subject/focus.
But with Kinder-babies I start off with their DRA levels. Your first freebie is how I track these levels through out the year. Click below:
What are the students doing while I assess?
Well, you really have 2 options.
Option #1- Give them something new to do.
- A writing and drawing activity.
-Play dough letters or sight words
- Independent reading
Option #2- IF you have support or your students are well trained, have them do their normal routine. I like to assess during centers because the other students don't normally focus in on what the child at my table is doing.
How do I keep up with my groupings?
There are tons of ideas out there! I have a lot of them pinned on my Guided Reading Board. One way is to have a flexible grouping sheet. I've created a pretty one for you to have all ready to go at the beginning of the school year! Just click below:
Chapter 4: Comprehension
I have to say that I L-O-V-E the chapters that Debbie Diller has on the actual focus of lessons. BUT I'd feel like a huge copy cat if I shared lots and lots of her ideas. So instead, I want to show you the most meaningful part that I got out of this chapter:
"Comprehension is understanding."
"are we teaching decoding or reading?"
Decoding = a student can sound it out or read it
Reading = a student can answer questions about the text that they just read