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Frequently Asked
Questions
How should I subgroup my
students?
What do I look for?
How do I do it?
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First, think in
terms of flex groups and skill
groups.
- Flex
groups can include different levels of
students and should be planned to reinforce,
review, and help students master skills
presented in lessons introduced during whole
group instruction. A flex group can also include
successful students who are assigned to complete
enrichment and extension projects and
activities. The membership in these groups will
vary according to needs of students in mastering
lesson content. Membership in flex groups may
vary from lesson to lesson.
- Skill
groups are formed to help students master
basic reading skills, such as word analysis,
sight vocabulary, background knowledge, and
concepts related to the story begin studied.
Students placed in skill groups may not be able
to read independently and use strategies such as
previewing and setting a purpose when
reading.
To determine the
needs of students in skill groups, a skill group
assessment is available from the Reading Resource
Center, 557-2574. This test includes some
individual and small group assessments designed to
determine students' strengths and weaknesses.
Students who are assigned to skill groups should
receive direct teacher instruction daily. They
should also participate in whole and flex group
instruction during the week.
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How can I help a child
who can sound out words, but not blend the sounds together
to make a word?
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Use a
kinesthetic technique such as have students each
wear a letter and come to the front of the room to
make a word. Teacher shows how to slide the sounds
together by having students link their arms. Also,
showing students how the letters in a word can be
blended. Begin at the shoulder to elbow, then to
the hand. "p -a- t" pat.
Teach students
to say the sounds quickly. Also, teach students to
look at word families first when they come to a new
word. They should say the word family and then add
the beginning letter sounds. Example: The new word
is "chat". The students looks at the familiar word
family, "at" , says the part and then adds the "ch"
sound to make the word chat.
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How can I meet the needs
of all the students in my class when the reading levels
range from first grade through high school?
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Make sure that
there are books in the room that are appropriate
for all reading levels. Students should have at
least 10-15 books available that they can read
independently. Allow time for students to
read.
Group students
in pairs so that they can help each other.
Partnering a more able reader with a struggling
reader can be beneficial. The more able reader will
be a good model for the other student.
Provide trade
books that go along with the content being studied.
These tradebooks should be on a variety of levels
to meet the needs of all students. Students would
be assigned to read the books to add to the
information in the textbook.
When teaching
content textbooks, scaffold the content for the
less able.
- Teach the
new vocabulary words in chunks before assigning
reading of the chapter. Example: If one of the
new words were "pollution", the word would be
written in chunks, "pol lu tion".
- Do a picture
walk with students, focusing students on what is
happening and/or the information in the picture
and reading any captions.
- Have
students brainstorm what they think the chapter
will be about based on the new vocabulary and
illustrations in the chapter.
- For
struggling readers, assign the chapter in chunks
and discuss each section as they are
reading.
- Have
students work in partners to read the sections
assigned. Another idea would be to offer the
material via tape so that a struggling reader
can listen to the text as they follow along in
their books.
- Provide a
tutor from a higher grade to work with a
struggling student.
- For students
who do not need as much guidance, allow them to
read the chapter independently.
- When the
chapter is completed, using a graphic organizer
to visually display what the chapter was about
and the major details would be a good study
skill and helpful resource when studying for the
chapter test.
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