Your Questions About Small Groups Answered!

Interested in learning the benefits of small groups for literacy learning? Not sure how full group classes relate to small group classes? Want a sample plan for your small group time? This excerpt from Debbie Diller's latest book, Just small groups answers all these questions and more!

The latest book in Diller's Simply Stations series, Just small groups takes you step-by-step through small groups for emerging, early, transitional, and fluent readers. It answers all your questions about small group teaching, including organization, lesson structure, and materials. Plus, you can now save 25% when you order Just small groups with code WAT25.

Below is an exclusive preview of Just small groups.

Why are small groups important for literacy learning?

I believe we make time for what we value most. If we can articulate the importance of teaching reading in small groups, we will include this differentiated time for students more on a daily basis. The following list was created by a group of teachers. They reinforce this small group teaching:

• Accelerates children's literacy growth, starting where they are
• Builds relationships between students and teachers
• Encourages children to feel safe, take risks, and try new things as readers, writers, and thinkers
• Helps students feel included at school (or online) l Allows kids to practice social skills with just a few others at a time
• Gives teachers the opportunity to observe student learning more closely
• Provides children with an opportunity to receive instant feedback. l Increases attendance as there are fewer children in a small group
• Uses data to target specific student needs l Engages children in individualized and differentiated instruction
• Provides opportunities to practice speaking with students learning a new language

What is the purpose of small group literacy classes?

The small group is a time to work closely with students, getting to know them and building on their strengths and interests. It is a time to listen, learn and build relationships. By working with just a few children at a time, you can create a safe, trusting classroom environment—whether you teach in person, online, or any combination of the two.

The purpose of small group instruction is to work with students where they are along the continuum and help them grow. Rather than having each small group work on the same topic that you taught as a whole group (according to your district size and order), use the small group time to differentiate—provide instruction that suits your students and helps them to grow to accelerate.

How do small groups fit into the literacy block?

Most lesson plans include time for whole groups, small groups, pair work, and individual tuition daily. Small groups are an important time of the day - an essential component whether you teach in person, online, hybrid or in another setting. What follows are some sample schedules to show where small group classes fit into the day. Be flexible and create a schedule that works for you.

Example of a primary school literacy plan

• 8:00 – 8:10 morning meeting (community building time)
• 8:10 - 8:25 Whole group modeling lesson with interactive reading
• 8:25-8:45 Small Group and Literacy Stations (Round One)
• 8:45-9:05 Small Group and Literacy Stations (Round Two)
• 9:05-9:15 Reflection time for stations and small groups
• 9:15-9:20 brain break
• 9:20-9:35 Whole group modeling lesson with shared reading and word study
• 9:35-9:55 Independent reading time for the whole class (teacher consults 1:1 or may meet with a third small group)
• 9:55-10:05 Whole group lesson on modeling writing
• 10:05-10:30 Independent writing time for the whole class (teacher discusses with students 1:1 or may meet with a small group for writing)
• 10:30-10:40 sharing/reflection time for writing

How does whole group literacy instruction relate to small group instruction?

Whole group is a time to model everyone in your class and get them comfortable with class-level texts and standards, even if students don't read at the class level. Read engaging text to your class throughout the group lesson. Think out loud as you model, how to make predictions and connections, ask and answer questions, and draw conclusions or think beyond the text. Deliver class-level phonics instruction (and associated phonemic awareness) to your class through a systematic program.

Write aloud in front of your class throughout the group. Show how you come up with writing ideas, write pieces while your children watch and help, and reread what you have written, thinking aloud about other words you might use or pieces you forgot to include . It is important for children to learn that making mistakes is part of the process and that not everything is perfect. Give your whole class time to read and write independently. While students read and write, walk around the room and talk to individuals. Stop by to see what kids are reading and writing. Listen to some read, watch some write, invite some to read to you, ask questions, and offer encouragement and gentle nudges.

Teach well in the whole group and observe during independent time before moving into small groups. Her observations and data provide insight into what each child needs to focus on. During small group time, model with students and expect them to use the same academic vocabulary that you used to teach. Use conversation cards—speech bubbles that guide student discussion—as prompts and frameworks. (You can find these in the Simply Stations series and references in the book.)

Over time, move graphic organizers you've been teaching with to the whole group, even to small groups to support learning. For example, if children are working with character traits in small groups, provide the circle map you previously used to model around the whole group to help readers keep track of their thoughts on characters. Allow students to use the tools that best help them understand. One size doesn't fit all.

What is the ideal number of students in each group? How many groups should I form?

Groups of about three to five students usually work best, depending on what the children need. Sometimes you might only have two children in a group, especially when those students need something completely different than the rest of the class. Or sometimes children need more support and develop self-confidence faster in a very small group.

Occasionally there can be five or six children in a group, especially when the students just need a little support from you. But if all of your groups are this large, you may not be able to provide students with the one-on-one support you desire.

Try to make your groups small enough that no one can hide! It is not necessary to try to make all groups the same size. This is not a simple division problem. Remember that groups are based on student needs, not numbers.

How much time should I plan for the small group lessons?

In kindergarten, most small groups last ten to fifteen minutes, depending on what the students are working on. Hang out with your youngest learners for a short time to keep interest and engagement high. First and second grade students could each meet for about twenty minutes. In third and fourth grade, the groups can last twenty to twenty-five minutes.

If students need extra help, don't keep them! See their group more often or meet with them in person during independent reading time. Keep small groups short and focused. Students can take away more and end up with a passing grade.

Instead of trying to fit everything you can think of into one lesson, focus on one thing you want the children to be good at by the end of this small group meeting. Stay on the same focus across multiple meetings and watch the benefits grow.

What does the rest of the class do during the small groups?

The rest of your class should be engaged in meaningful work while you meet with a small group. I recommend using literacy stations—small, defined spaces (portable or stationary) where students practice with a partner. Students work together on things they can do, using familiar materials and activities to practice reading, writing, listening, speaking, and/or working with words. Children use previously taught academic vocabulary when engaging in goal-directed work previously modeled in whole or small group classes.

Curious about how often you should change groups, how long preparation should take, and how to minimize disruption? Find these answers and much more in the book! Be sure to grab it Just small groups by Debbie Diller and order with code WAT25 to save 25%.

Not sure how to determine your students' reading proficiency level? Check out this free downloadable Reading Levels PDF for valuable information to help you choose texts for your small groups.

By: Your Questions About Small Groups Answered!