1. Small Group Reading Instruction
Advanced Institute
Day 2
Grades 3-6

2. K/W/L

3. Phasing in the elements of Reading Workshop
Where are you right now? What have you implemented all ready?
Today we are going to be living in Element 2: Small group Instruction and Learn various structures for creaiting small groups stratigeically and on the spot to support instruction during reading workshop with a focus on the "Big 6" comprehension strategies 

4. Why small groups?
Table Discussion
Share out
Chart responses

5. Why Small-group instruction is effective
students are brought together based on their learning needs at that time
Enables the teacher to provide minutes of intensive instruction that is appropriate for every member of the group

6. Environment

7. What is the rest of the class doing?
Where to meet and when?
What is the rest of the class doing?
Table discussion: What have you done? What’s worked for you? Challenges?
Share out
This is where phasing in Elements of the Reading Workshop come in as well as the Launch unit. Refer to phasing in the elements: We can’t run small groups if our kids can’t work productively and self manage.
The rest of the class be :
- Reading self selected books
- Writing in reading response journal
- Reading for lit circles/study
- Completing assigned tasks from mini-lesson
2. The goal: to have at least two small-group areas. That way you can convene one group and then then convene another a bit later while the the first is still working.

8. Grouping

9. Students can be heterogeneously grouped and share a common learning need, such as how to read charts
Students can be homogenously grouped and share a common learning need, such as using the features of a biography to build our understanding
This should be decided by the task, purpose and materials
Option one: Works really well when discussing a text previously read to the students, or a text read together during small group
Option two: works well if the students are required to read the text themselves during the small group

10. Regardless of how you choose to group students, the groups are temporary and dynamic. We bring students together because they share a common instructional need at that particular time.

11. What we can use to form groups

12. How can we use the reading response journal to form groups?
-Table Discussion: What have you done? What’s worked for you? Challenges?
-Share out
Give a prompt based on a specific standard or comprehension skill, review them and look for patterns. What did they do well, where do they need need help. It helps to lay this out on a grid, so you can easily identify patterns. Who’s ready to be challenged? They can be in a group. Which kids are struggling with the same issue or strategy, standard? They need to be grouped
Take them home look through them with a focus: maybe its drawing conclusion. take notes on a grid: what did the students do well, where are they struggling

13. How can we use anecdotal and conferring notes to form groups?
-Turn and Talk: What have you done? What worked for you? Challenges?
-Share out

14. How can we use student interests to form groups?
- Table Discussion: What have you done? What worked for you? Challenges?
-Share out
These groups arise a lot of time based on students choices for selecting books.

15. How can we use our students EL levels to form groups?
- Turn and Talk: What have you done? What worked for you? Challenges?
-Share out
-Emerging: may benefit from book walks, previews of the features of a genre,
: May need help with using specific sentence structeres within the genre to move comprehension
-Bridging: probably don’t need their own group and would just be included when

16. How can we use our students own self assessment to form groups?
- Table Discussion: What have you done? What worked for you? Challenges?
-Share out
-exit cards
-polling: how many of you are ready to take this on by yourselves, how many of you aren’t sure?
This is a good way to support the teaching points in the mini lesson and create a small group in the fly

17. What does small group
instruction look like

18. What did you notice
Turn and talk
Share out

19. What do we teach?

20. Table talk: What have you taught to support comprehension? What’s
worked for you? Challenges

21. Go back to you K/W/L Chart
Reflect
Go back to you K/W/L Chart
-star one thing that you knew that was backed up or confirmed today
-if you can answer something from what you
wanted to know
-write down something that you learned

22. Questions
&
Planning Time