1. Dynamic Grouping for Effective Teaching in Guided Reading Why Dynamic Grouping? Effective Effective Efficient Efficient Aids Social Learning Aids Social Learning

2. How to Form Groups Homogeneous-students around same level with similar needs. Homogeneous-students around same level with similar needs. Heterogeneous-students with different abilities & common need. Heterogeneous-students with different abilities & common need.

3. Points to Remember Students share needs at a particular time. Groups change. Students share needs at a particular time. Groups change. This is what makes them dynamic. Consider the number of students in the class when grouping. Consider the number of students in the class when grouping. (e.g. 5 or 6 is a good size group) Select “just right” or a little challenging books. Select “just right” or a little challenging books. Examine genre in reading abilities. Examine genre in reading abilities. Avoid reading aloud in groups. Avoid reading aloud in groups. Include guided and independent reading, and Include guided and independent reading, and literature study.

4. EffectiveEffective Speed-up learning Speed-up learning Help teachers assess students and develop their educational profile Help teachers assess students and develop their educational profile Provide students with “just right” work Provide students with “just right” work

5. EfficientEfficient Reach groups more easily Reach groups more easily Applicable and useful lessons Applicable and useful lessons Positive impact on Positive impact on Independent Reading

6. Positive Impact on Independent Reading Develops phrasing and fluency Develops phrasing and fluency Solves multisyllable words Solves multisyllable words Presents new genres Presents new genres Guides in reading new texts Guides in reading new texts Helps relate personally with reading Helps relate personally with reading Aids in comprehension Aids in comprehension Teaches how to read textbooks Teaches how to read textbooks Instructs how to read critically Instructs how to read critically

7. Social Learning Develops communication to increase learning Develops communication to increase learning Builds community Builds community Relays information and creates open atmosphere for questions Relays information and creates open atmosphere for questions

8. Strong student engagement Strong student engagement High expectations for student performance High expectations for student performance Instruction that meets the needs Instruction that meets the needs of students Factors in Schools With High Achievement

9. Group Trends Almost disappeared because of fixed format Almost disappeared because of fixed format Minority groups often placed lower Minority groups often placed lower Lower level, lower quality instruction Lower level, lower quality instruction Problems of low self-esteem Problems of low self-esteem Need for thoughtful groups Need for thoughtful groups

10. Use Assessment Data Listen to students read approx. 250 words Listen to students read approx. 250 words Review response journals Review response journals Look at their writing Look at their writing Observe responses during discussions Observe responses during discussions Utilize benchmark readings Utilize benchmark readings Take informal reading inventories Take informal reading inventories Talk about texts Talk about texts