Click the link to the right to hear Lindsey Layton explain how she uses Google Slides to create a weekly schedule for students in Google Classroom to structure their WIN time.

Click the video link above to hear Cali share what she learned from the targeted, small group guided reading lesson during her WIN time.

Click the link above to hear Logan share what he  learns as a reader from engaging in his book club during his WIN time.

It is essential when implementing effective small group instruction during 2020-2021 to ensure that safety guidelines are followed in order to minimize the risk of Covid-19.  Our second grade team at Roebuck under the direction of their administration have worked diligently to ensure that students receive small group instruction in their seats with  their plexiglass.  You can see in the top video to the left Evelyn Gould moves to her small group students one on one to listen to them read individually, limiting contact in each student's plexiglass to five minutes or less.  When she reaches the discussion part of her lesson, she invites students to join her at the back table to briefly discuss the text and review the teaching point before explaining their application activity and dismissing them back to their individual seats.  Notice in the video how the other students are engaged in their WIN time work that Ms. Gould provided to them in a Must Do/May Do chart on the promethean board.  

You can see in the bottom video to the left how in Ms. Bobo's class she structures her small group where students are sitting in their desks with plexiglass and she is sitting in a desk as well with plexiglass.  Students can safely see and hear her instruction and she intentionally keeps her direct teaching short and concise. 

In this part of the lesson, Ms. Harris typically provides students with targeted instruction.  You will see in this video where her students' own reading of the text provided a natural opportunity for her to help guide students to apply decoding strategies using the word study/phonics lesson she had identified as their target.  Ms. Harris then helps students make connections about the text they are reading in small group with what they are learning about in their Tier 1 instruction.

Allyn Wiggins explains how she uses student assessment data from iReady to determine skills to target in her small group instruction and how she intentionally chooses the texts based on opportunities to connect what students are learning about throughout their day, both in their Tier 1 reading instruction and in her content areas.

Lindsey Harris explains how  she begins with what she knows her students in each group need to work on and uses the Fountas and Pinnell leveled texts and planning resources as a guide to support her students' growth on the targeted skills/strategies she has identified giving herself permission to adjust her plan as needed based on her students' response to instruction.