Another way to group students for small group reading
instruction is by the strategy that they need.
Much can be read about strategy lessons in Jennifer Serravallo’s book: Teaching
Reading in Small Groups (especially in chapter 4: “Guided Practice Toward
Independence: Strategy Lessons for Comprehension, Print Work and Fluency”). The main purpose of strategy groups is to
provide students with additional guided practice opportunities around a
specific strategy. This could be a
strategy that has already been taught in whole group, or perhaps conferring
notes reveal a group of students who could benefit from some guided practice
with the same strategy.
The basic structure of a strategy group lesson has four
components:
·
connect and compliment
o
explain
the purpose of the group and provide positive feedback
·
teach
o
short explanation, demonstration or example
·
engage
o
give students the opportunity to practice in
their own independent text and provide coaching
·
Link
o
encourage students to continue the work as they
move to independent time
(Serravallo, page 99)
With strategy group lessons, the demonstration is a short
time, and the guided practice time is longer.
As students move into their independent text, it is important to check
to make sure that the text they are using matches the strategy. During this coaching time with their
independent text, the teacher spends time with each student: “I spend, on
average, two minutes per student. I do
not linger for two minutes with each student, though. Instead, I move among them with the urgency
of a plate spinner, giving them just the right support as they practice…”
(Serravallo p. 107). This analogy paints
a picture of how the teacher not only engages students but supports them and
communicates the importance of reading and this strategy.
If you are interested in exploring the use of strategy
groups in your classroom and would like to collaborate, please contact your
literacy coach.
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