ESSENTIAL 3:
Small Group Instruction
Research shows that beginning readers benefit most from being taught explicit skills during intensive small group instruction. The small-group, differentiated reading model enables teachers to focus on specific skills needed by varied groups of children (Tyner, 2003). Teachers can plan using research-based strategies in beginning reading instruction and developmental models that recognize the stages through which beginning readers progress. Differentiated small-group instruction is done by matching instruction to meet the needs of learners (Kosanovich, Ladinsky, Nelson, & Torgesen, 2007). By integrating strategy instruction into word-study lessons and engaging students in guided practice to use what they have learned, educators support students’ early literacy learning. Active responses during smallgroup reading instruction increase student engagement and motivation to participate (Amendum, Li, & Creamer, 2009).
The recommended practices outlined in the K-3 Essential Instructional Practices are:
The recommended practices outlined in the K-3 Essential Instructional Practices are:
- Ensuring that children spend most of their time reading and writing
- Coaching and prompting children as they read and write
- Developing reading fluency with repeated reading, echo reading, and partner reading
- Explicitly teaching word recognition strategies, including multisyllabic decoding, text structure, comprehension strategies, and writing strategies
- Providing quality instruction to all groups with a focus on making meaning
Coaching Reading (Bullet 2)
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Fluency Instruction (Bullet 3)
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Literacy Strategies
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