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Small Group Reading Instruction

Part 1: Standards-Based Small Group Support

National/State Reading Standard
Learning Target/Objective (LO)
Instructional Strategy In 75-100 words describe a strategy or activity to support each group’s learning.	Progress Monitoring Tool Identify one progress monitoring tool you can use throughout the small group activity.
Group 1: Exceeded the Standard and LO (Enrichment)
Group 2: Met the Standard and LO (Reinforcement)
Group 3: Did Not Meet the Standard and/or LO (Reteach)

Part 2: Research and Reflect on Approaches to Small Group Instruction

Reflection

References

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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.

While APA Style is not required for the body of this assignment, solid academic writing is expected, and documentation of sources should be presented using APA formatting guidelines, which can be found in the APA Style Guide, located in the Student Success Center.

This assignment uses a rubric. Review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

You are required to submit this assignment to LopesWrite. A link to the LopesWrite technical support articles is located in Class Resources if you need assistance.

Rubric Criteria

expand all Rubric CriteriaExpand All

Part 1: Group 1

9.75 points

Criteria Description

Part 1: Group 1

5. Target

9.75 points

The strategy or activity to support a group of students needing enrichment is novel. The progress monitoring tool identified is ideal.

4. Acceptable

8.48 points

The strategy or activity to support a group of students needing enrichment is appropriate. The progress monitoring tool identified is suitable.

No Submission

0 points

Not addressed.

Part 1: Group 2

9.75 points

Criteria Description

Part 1: Group 2

5. Target

9.75 points

The strategy or activity to support a group of students needing reinforcement is novel. The progress monitoring tool identified is ideal.

4. Acceptable

8.48 points

The strategy or activity to support a group of students needing reinforcement is appropriate. The progress monitoring tool identified is suitable.

 No Submission

0 points

Not addressed.

Part 1: Group 3

9.75 points

Criteria Description

Part 1: Group 3

5. Target

9.75 points

The strategy or activity to support a group of students needing reteaching is novel. The progress monitoring tool identified is ideal.

4. Acceptable

8.48 points

The strategy or activity to support a group of students needing reteaching is appropriate. The progress monitoring tool

 No Submission

0 points

Not addressed.

Part 2: Purpose and Best Practices of Guided Reading

6.5 points

Criteria Description

Part 2: Purpose and Best Practices of Guided Reading

5. Target

6.5 points

The explanation of the purpose of guided reading is in-depth. Best practices when providing guided reading instruction are expertly identified.

4. Acceptable

5.66 points

An explanation of the purpose of guided reading is complete. Best practices when providing guided reading instruction are

 No Submission

0 points

Not addressed.

Part 2: Structuring and Scheduling Guided Reading Lessons

6.5 points

Criteria Description

Part 2: Structuring and Scheduling Guided Reading Lessons

5. Target

6.5 points

Description of one method for structuring guided reading lessons is superior. Explanation of how guided reading fits into a literacy block and connects to whole group instruction is insightful.

4. Acceptable

5.66 points

Description of one method for structuring guided reading lessons is practical. An explanation of how guided reading fits into a literacy block and connects to whole group instruction is logical.

 No Submission

0 points

Not addressed.

Part 2: Approach to Grouping Students

6.5 points

Criteria Description

Part 2: Approach to Grouping Students

5. Target

6.5 points

Description of an additional approach to grouping students for small group reading instruction is sophisticated. Explanation of the purpose of the grouping approach and benefits to student learning is thought-provoking.

4. Acceptable

5.66 points

Description of an additional approach to grouping students for small group reading instruction is concise. Explanation of the purpose of the grouping approach and benefits to student learning is significant.

No Submission

0 points

Not addressed.

Template Format

3.25 points

Criteria Description

Template Format

5. Target

3.25 points

Content is well-presented and easy to read. All template and format elements are correct.

4. Acceptable

2.83 points

Content is clear. Appropriate template is fully used. There are very few errors in formatting style.

 No Submission

0 points

Not addressed.

Supporting Research and Documentation of Sources

6.5 points

Criteria Description

Uses appropriate designated style and formatting to document sources in citations and references.

5. Target

6.5 points

Supporting research is compelling and thorough. Sources are completely and correctly documented, as appropriate to assignment and style, and format is free of error.

4. Acceptable

5.66 points

Supporting research is credible and relevant. Sources are documented, as appropriate to assignment and style, and format is mostly correct.

No Submission

0 points

Not addressed.

Mechanics of Writing

6.5 points

Criteria Description

Includes spelling, capitalization, punctuation, grammar, language use, sentence structure, etc.

5. Target

6.5 points

No mechanical errors are present. Skilled control of language choice and sentence structure are used throughout.

4. Acceptable

5.66 points

Few mechanical errors are present. Suitable language choice and sentence structure are used.