[MOSAIC] small group instruction
carlsonca at dist102.k12.il.us
carlsonca at dist102.k12.il.us
Fri Aug 10 09:56:31 EDT 2007
I taught junior high, both 7th and 8th since we looped with our students.
As others have said, you need to set up the routines in the beginning of
the year. make sure students understand your definition of silence; what
choices do they have while you work with small groups.
Also, keep your small group meetings short! Meeting with any group for
longer than 20 minutes is too long for the group, and too long for the
I really like Lori's idea of a rubric. I'd develop that along with the
students. If students are creating a rubric for the first time, I would
first brainstorm what needs to happen during reading workshop time. Then,
d ask students to begin compiling the highest rubric with descriptors.
Then, I'd go from there.
> Sorry, Lisa. I teach 8th grade. I have noticed in previous years that if
> I work with a few students, many others stop working. Other teachers in
> my building have said the same thing.
> -------------- Original message ----------------------
> From: Lisa Szyska <lszyska at yahoo.com>
>> What grade do you teach? I think that makes a bit of
>> difference with what to do. The wee ones, for
>> example, will often be engaged with literacy
>> workstations or centers, and Debbie Diller has a good
>> book for setting these up. (The intermediate title (Gr
>> 3-6) is "Practice With Purpose." The primary title
>> escapes me...could it be "Literacy Workstations?" Not
>> Personally when I looped 3/4, my kids READ while I
>> conferred with others. My block looked like:
>> 1. Read aloud/model/strategies
>> 2. Guided practice (WG)
>> 3. Indep reading/strategy practice/I meet with SG or
>> 4. WG share...discuss/reflect on reading and how
>> strat. helped them as readers.
>> it worked well for me, but now that I am teaching 2nd,
>> I know that I will need to ease into indep. reading
>> even more, so I'm going to incorporate some
>> workstations. ;o)
>> 2/3 IL
>> --- write at att.net wrote:
>> > Bill's comments bring up a question I've been
>> > thinking about. Suppose I have three or four
>> > students who need more help with something that
>> > everyone else in the class understands. Stephanie
>> > Harvey suggests small group instruction. How do you
>> > keep the other 20-plus students working when you're
>> > occupied with a few?
>> > Jan
>> > -------------- Original message
>> > ----------------------
>> > From: "Bill Roberts" <krober15 at tampabay.rr.com>
>> > [snip]
>> > >
>> > > I think it's the fact that each child is different
>> > and has different needs
>> > > that should direct instruction. Some lessons will
>> > be geared for the most
>> > > kids with similar needs (like introducing
>> > strategies), but some lessons are
>> > > gonna be more geared for individual students. If
>> > 26 of 29 are fluent, it's
>> > > a waste to spend a lot of whole class time on
>> > fluency, but taking the 3
>> > > students who need the help while the rest of the
>> > class is working on
>> > > something else, is probably more effective.
>> > >
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