#1 2023 Countdown: Ep. 143: Maximizing Small Group Reading Instruction
Dec 29, 2023
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Authors of a recent article on small group instruction discuss the appeal of small group reading instruction, the challenges of text leveling and small group instruction, creating fake readers, and effective small group instructional practices.
Assessment data is crucial for effective small group instruction, relying on reliable diagnostic assessments to address specific student needs.
Centering books in small group instruction allows for productive struggle with complex texts, supporting student understanding.
Small group instruction should move away from traditional practices and focus on differentiation based on specific student needs, rather than text leveling systems.
Deep dives
Assessment: Using assessment data to form targeted small groups
Assessment data is crucial in forming effective small groups. Teachers should rely on reliable and valid assessment data to identify specific student needs. Diagnostic assessments are particularly useful in pinpointing targeted skills for instruction. Differentiating instruction based on assessment results can ensure that students receive targeted support to address their specific needs.
Basics and Books: Focusing on foundational skills and the importance of books in small group instruction
Basics in small group instruction involve addressing foundational skills for students who struggle with reading grade-level texts. The use of targeted instruction to address specific deficits is key. Additionally, it is important to dedicate a significant portion of small group time to actual reading. Centering books in small group instruction allows students to engage in productive struggle with complex texts, providing opportunities for teachers to support and scaffold their understanding. Teachers should consider qualitative features of books and build background knowledge to help students navigate challenging parts of the text.
Challenging conventional practices: Reconsidering leveling and guided reading
Research challenges conventional practices such as leveling and guided reading. The effectiveness of leveling texts and using F&P levels for group formation is not supported by research. Small group reading instruction should move away from traditional practices and focus on differentiation based on specific student needs. Context matters, and teachers should consider the constrained skills theory to understand when and how small group instruction can be effective. It is recommended to shift from all students participating in small groups to targeting instruction for students who require additional support in specific areas.
The Challenges of Text Leveling System and Differentiation
The speaker discusses the lack of research evidence supporting differentiation by text level. They question the logical basis of text leveling systems, emphasizing the challenges of differentiating instruction based on text levels. While acknowledging that some texts are more difficult than others, they highlight the lack of transparency in guided reading leveling systems and the difficulty of determining the criteria for advancing levels.
The Drawbacks of Small Group Instruction
The podcast explores the drawbacks of small group instruction, particularly in terms of cost and time. They emphasize that small group instruction is expensive in terms of time, allocation of resources, and management. They discuss the challenge of finding authentic and meaningful activities for students not directly involved in the small group instruction. The discussion also touches on the issue of students being stuck at the same level without experiencing grade-level texts, and the frustration this can cause for students, teachers, and parents.
Today we’ll be talking to a team of authors about a recent article they published on small group instruction, titled Maximizing Small-Group Reading Instruction. We ask and answer important questions about small group instructional time: What is the appeal of small group reading instruction? Why has it been popular? What does the research say? What do we need to know about effective small-group reading instruction? What are some best practices?