Learning Objectives

Overall Objective:  Participants will expand their understanding and ability to effectively implement targeted small group instruction. 

• Explore how traditional guided reading time can be reworked to align to STR/Structured Literacy.

• Consider the relative benefits of whole-group and small-group instruction.

• Examine options for structuring small-group time.

• Practice using data in a problem-solving process to maximize small-group instructional impact.

TXRL Key Shifts & Strategies (KSS) Connection

KSS Shift #3: Use small-group reading time to target foundational [word recognition] skills, or to develop [language] comprehension using complex text, and corresponding strategies below.

• Strategy: Rename and repurpose “guided reading time” to “small group reading time” and offer differentiated instruction, activities and materials depending on whether the instructional purpose is word recognition or language comprehension skills.

  • Use decodable texts when the focus is practice and transfer of word recognition skills (e.g., decoding skills, word fluency) and to promote beginning reading.

  • Use grade level complex texts when the focus is language comprehension (e.g., knowledge, vocabulary).

• Strategy: Prioritize fluency development during practice time with students reading a wide variety of decodable or grade-level texts, and deploying repeated oral readings with feedback, rather than during small group time. 

• Strategy: Group students using current mastery data for each reading skill from a universal screener (e.g., TEA approved K-2 reading instrument) or adaptive online tool rather than a leveling assessment (book levels) which does not provide a clear picture of skills students have and what they need.

Schedule