If you’ve ever optimistically tried to run whole group literacy lessons in a very diverse multi-level classroom, I don’t need to spend anytime convincing you that small group instruction is where it’s at. I’d venture to guess that the whole group even-though-everyone-is-at-a-different-level plan didn’t go so well. I’d even venture a guess that it crashed and burned. When you try to create effective instruction for a group a widely different levels, your instruction will likely be too easy for half the group and too hard for the other half. When things are too easy or too hard – what happens? Problem behaviors. Boredom and frustration don’t sit well with anyone (hence why I sometimes catch myself checking Facebook at a red light or pulling out my hair trying to build ikea furniture) so don’t expect your students to roll with it. You will be much more effective with small group instruction for your literacy programming.

Small group instruction is beneficial because:

• targets individualized skills
• more efficient
• better able to assess students
• can handle behavioral issues more easily
• provide appropriate interventions and accommodations

Grouping students based on ability helps target truly appropriate skills. However you must also consider behavior, personalities, grade/age, and scheduling.

• Consider the behavioral needs of each student.
• Don’t group several students with major behavioral issues together.
• Be sensitive to what type of behaviors set students off.
• If you have a student with some more significant behavior issues: group with students who can easily work independently

It’s not appropriate to pair much older students with much younger students especially when the size difference of students is significant.

• Don’t group students together who have opposite schedules.
• Make sure the whole group will be available at the same time consistently.

Within your daily schedule – look for a large chunk of time to run reading groups. Create independent work tasks or stations run by paraprofessionals. Alternate students between working with you at reading groups and independent word tasks or paraprofessional stations. Plan ahead which activities will be done at each station. Provided paraprofessionals with detailed schedules or lists for activities.

• list out the activities to be done each day
• provide reinforcement
• don’t rush
• have your materials ready to go
• use visuals