Managing Flexible-Intervention Groups

This session is designed to offer the most current information for integrating strategies in your classroom. Please visit the link below for session information created especially for you by this presenter. Link: http://www.cherylsclassroomtips.com/2015/03/managing-flexible-intervention-groups.html

English/Language Arts: Easily meet with every student every day with this flexible grouping schedule.

Sample English/Language Arts Groups Mrs. Dick's Group: Meet at Back Table

Monday Tuesday Wednesday Thursday Friday

Guided Reading/ Literature Discussion

1 2 3 4 Make-up

Literature Response 2 3 4 1 Make-up

Writing 3 4 1 2 Make-up

Self-Selected Reading 4 1 2 3 Make-up

Sample English/Language Arts Schedule Total minutes: 150

*I prefer to teach ELA in the morning, but my schedule wouldnt allow it this year due to lunch and enrichment class.

12:30-12:45

Reading Mini-Lesson:

12:45-1:05

Guided Reading Groups: Books are leveled based on reading levels. Students may choose to partner read or read independently. Use of whisper phones is encouraged. See guided reading/literature discussion schedule.

1:05-1:20

Literature Response: This is written in students composition notebooks. See literature response schedule.

2014-2015 ELA Improvement:

1:20-1:35

Writing Mini-Lesson: If I'm absent, see sub folder for alternate plan.

1:35-2:05

Students Write: See writing conferring schedule.

2:05-2:30

Self-Selected Reading: See SSR conferring schedule. Remind students to record their reading in their literature response notebook.

2 :30-3 :00

Recess : Duty on Mondays , Wednesdays , and Every Other Fr iday

3:00-3:15

Author's Chair: This is a class job. Three students read aloud and may collect three compliments from classmates.

3:15-3:30

Read Aloud: Model a thinking strategy when reading. i.e. connecting, predicting, inferring, visualizing, monitoring, summarizing, evaluating.

What About Math? 8:45-9:00 Whole-Class Mini-lesson: Stations: 9:00-9:15 Computation Station: 9:15-9:30 SMARTBoard Station: 9:30-9:45 Problem-Solving Station: Students work model-drawing bean cards. They choose Level 1, 2, 3, or 4 based on their readiness levels. They know which one to do. 9:45-10:00 Review Station: http://www.symbaloo.com/mix/small-groupmathwork. Students choose a site that they need more practice in to work alone or with a partner.

Possible Seating Chart *This are NOT their ELA/Math Groups.

Possible Anecdotal Record Form

Quick Check

Quick Check Example Skill: Addition with Regrouping

Name

Date

8-15

8-16

8-19

9-2

9-15

10-4

10-2

7

1. Jonathan

4 3+ 3+ 4 4 3+ 4

2. Billy

3+ 4 3+ 3 2+

3 3

3. Juanita

3- 3 3 3 3 3+ 3+

4. Phyllis

4 4 4 4 4 4 4

5. Monica 4

4 4 4 4 4 4

6. Renee 2-

2 2 2 2 2+

3

7. Lawrence 3

3 3 3 3 3 3

8. Johnna 3

3 3 3 3 3 3

9. Enrique 4

4 4 4 4 4 4

10. Phillip 2

1 1 1 1 2 2+

11. Frankie 4 4 4 3 3 4 4

12. Bernica 3

3 3 3 4 4 4

13. Liam 3

3 3 3 4 4 4

14. Grant 3 3 3 3 3 3 4

15. Shirley 2

2 2 2 2 1+ 1+

16. Nicolas 1+

2 2 2 3 3 3

17. Frances 2 2 2 2 3 3 3

18. Timothy 3

3 3 3 3 4 4

19. Lindsey 3

3 3 3 3 3 3

20. Ferdinand 4 4 4 4 4 4 4

21. Lao 4 4 4 4 4 4 4

22. Dimas 1 1 1 2 2 2 2

23. Jackson 1 1+ 1+ 1+ 2 2 2+

24. Hailey 4 4 4 4 4 4 4

4 = Advanced 3= Proficient 2=Basic 1=Below Basic

Quick Check Skill:

Name

Date

4 = Advanced 3= Proficient 2=Basic 1=Below Basic

Anchor Activities Anchor Learning

They allow the teacher to work with individual students or groups of students.

They communicate that learning never stops in your classroom.

They provide ongoing activities that relate to the learning standards.

They allow the teacher to develop independent group work strategies in order to incorporate a mini lab of computers in classroom.

Anchor-activity ideas can be found at this link: http://www.cherylsclassroomtips.com/2015/03/managing-flexible-intervention-groups.html

Resources and Research-Based Citations

Allen, R., Rickert, C. (2010). High-Five Teaching K-5: Using Green Light Strategies to Create Dynamic, Student-Focused Classrooms. Thousand Oaks, CA: Corwin Press.

Arens, A., Loman, K., Cunningham, P., Hall, D. (2005). The Teachers Guide to Big Blocks. Greensboro, NC: Carson-Dellosa Publishing.

Cunningham, P., Hall, D., Cunningham, J. (2000). Guided Reading the Four-Blocks Way. Greensboro, NC: Carson-Dellosa Publishing

Fisher, D., Frey, N. (2007). Checking for Understanding: Formative Assessment Techniques for Your Classroom. Alexandria, VA: Association for Supervision and Curriculum Development.

Graphics: Thistle Girl Designs http://www.corestandards.org/the-

standards/mathematics/introduction/standards-for-mathematical-practice/ http://www.nctm.org Kagan, S., Kagan, M. (2009). Kagan Cooperative Learning. San Clemente, CA:

Kagan Publishing. Hollas, B. (2005). Differentiating Instruction in a Whole-Group Setting.

Peterborough, NH: Crystal Springs Books. Jensen, E. (2006). Enriching the Brain: How to Maximize Every Learners

Potential. San Francisco, CA: John Wiley & Sons. Jensen, E. (2003). Tools for Engagement: Managing Emotional States for

Learner Success. San Diego, CA: The Brain Store. Jensen, E. (1997). Brain Compatible Strategies. San Diego, CA: The Brain

Store. Marzano, R.J. (2007). The Art and Science of Teaching: A Comprehensive

Framework for Effective Instruction. Alexandria, VA: Association for Supervision and Curriculum Development.

Marzano, R. (2006). Classroom and Assessment and Grading that Work. ASCD. Alexandria, VA

Marzano, R.J. (2001). Classroom Instruction That Works: Research-Based Strategies for Increasing Student Achievement. ASCD.

Tomlinson, C. (1999). The Differentiated Classroom, Responding to the Needs of All Learners. Danvers, MA: Association for Supervision and Curriculum Development.