Scheduling Blocks - Module 6

I know the "blocks within the blocks" will look different for primary and intermediate. In 5th grade, I can teach whole-class for 20 minutes and then have independent practice or guided instruction for an hour, and they will succeed. I am not sure that is true for the younger kiddos, especially after subbing for Angie for a day - God bless you all! ;)

On page 132, the book discusses an established schedule that alternates between whole class and small group. It will create predictability. The best part about 5th graders...they keep you on schedule and they also want THEIR time with you. So I have tried my best, some times better than others, to create this type of schedule and it works well for Math, Writing, and Reading.
80 minutes total=
20 minutes - Wholes Class (Using a power lesson, or some sort of student engagement.)
20 minutes - Guided Practice (Carefully checking to see which student needs remediation or extent ion.)
15 minutes - 1st Small Group - Remediation - The rest of the class could be extending or move onto independent practice.
15 minutes - 2nd Small Group --Remediation or Extension
10 minutes - Conclusion Activity

An important point on page 133..."Not everything can be done in small groups." Sometimes my whole class needs me to teach something differently. If my WHOLE class needs it, I will not small group. I will figure out another way to teach the same concept, or find another example. Sometimes students are the best at explaining it too. Happy reading.
Posted by Sara W.

Flexible Grouping - Module 3

I am so excited to share about this idea that I had at the very end of last year...and it coincides nicely with Module 3: for reading, I will be flexible grouping based on concept, and also grouping using fluency and comprehension levels. I'll explain. I will have two types of small groups going on: one will be concept based-solely. For example, if 5 students do not get cause/effect, they will be grouped for that. They will also meet in another group, and not necessarily with each other, for basic comprehension and fluency skills. My "concept" groups will be extremely fluid, changing regularly, possibly after each DOL. My fluency/comprehension groups will be fluid, but will
change like they have in the past. They are evaluated using Dibels, CBM, and MMH unit tests every three to four weeks. Because forming more small groups can be less efficient, I will utilize the help of an interventionist for this idea.

This idea came to me because I change my small groups daily in math. If a student needs to work on long division (as remediation), I will small group that student, but if they don't I extend them. Why wouldn't we do this in reading as well?

I am one of those teachers that has to put things into practice to know how it is going to work EXACTLY. So I this will be one that I will be discussing as our group starts this year.
Posted by Sara W.