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Dynamic Grouping for Effective Teaching in Guided Reading

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Dynamic Grouping for Effective Teaching in Guided Reading Why Dynamic Grouping? Effective Efficient Aids Social Learning How to Form Groups Homogeneous-students ... – PowerPoint PPT presentation

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Title: Dynamic Grouping for Effective Teaching in Guided Reading


1
Dynamic Groupingfor Effective Teaching in Guided
Reading
  • Why Dynamic Grouping?
  • Effective
  • Efficient
  • Aids Social Learning

2
How to Form Groups
  • Homogeneous-students around same level with
    similar needs.
  • Heterogeneous-students with different abilities
    common need.

3
Points to Remember
  • Students share needs at a particular time. Groups
    change.
  • This is what makes them dynamic.
  • Consider the number of students in the class when
    grouping.
  • (e.g. 5 or 6 is a good size group)
  • Select just right or a little challenging
    books.
  • Examine genre in reading abilities.
  • Avoid reading aloud in groups.
  • Include guided and independent reading, and
  • literature study.

4
Effective
  • Speed-up learning
  • Help teachers assess students and develop their
    educational profile
  • Provide students with just right work

5
Efficient
  • Reach groups more easily
  • Applicable and useful lessons
  • Positive impact on
  • Independent Reading

6
Positive Impact on Independent Reading
  • Develops phrasing and fluency
  • Solves multisyllable words
  • Presents new genres
  • Guides in reading new texts
  • Helps relate personally with reading
  • Aids in comprehension
  • Teaches how to read textbooks
  • Instructs how to read critically

7
Social Learning
  • Develops communication to increase learning
  • Builds community
  • Relays information and creates open atmosphere
    for questions

8
Factors in Schools With High Achievement
  • Strong student engagement
  • High expectations for student performance
  • Instruction that meets the needs
  • of students

9
Group Trends
  • Almost disappeared because of fixed format
  • Minority groups often placed lower
  • Lower level, lower quality instruction
  • Problems of low self-esteem
  • Need for thoughtful groups

10
Use Assessment Data
  • Listen to students read approx. 250 words
  • Review response journals
  • Look at their writing
  • Observe responses during discussions
  • Utilize benchmark readings
  • Take informal reading inventories
  • Talk about texts
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