Reading with
Partners and in Small Groups
There are times when students should
choose their own roles and groups, and when students will form convenient
partners with the student seated next to them, but there are also times when
data should inform the decision to group students.
Forming Partnerships From
Productive Group Work: How to Engage
Students, Build Teamwork, and Promote Understanding. Frey, Fisher, Everlove
Using your knowledge of a student’s
background (native speaker or ELL, grade 8 and/or 10 MCAS scores, SRI, DRP,
PSAT scores, and other quantitative and qualitative measures) make a class list
in descending order of achievement.
Depending on the text and task, pair
students who are similar (the highest ranked student and the second highest, the
third and fourth ranked, etc.) OR who are different, combining students in the
top half of the list with students in the bottom half, but avoid pairing the
extremes (the highest ranked student and lowest ranked student).
Forming Reading Groups From Productive
Group Work
Using your knowledge of a student’s
background (native speaker or ELL, grade 8 and/or 10 MCAS scores, SRI/lexile,
DRP, PSAT scores, and other quantitative and qualitative measures) make a class
list in descending order, divided into three levels. Group for in-class reading
and active reading roles (such as Reciprocal Teaching) using some combination
of:
1 – 1 – 1 – 2 OR 1 –
2 – 1 – 2 OR 3 –
2 – 3 – 2
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