This type of flexibility allowed me to give my students what they needed right then and there, not when I finally decided to rearrange groups. This meant that student sat for their own lesson, then came again when I was meeting with the on-level group. I also noticed one of my higher students struggled with vocabulary, so any time I worked on vocabulary lessons with my on-level group, I pulled that student to double dip.
My phonics instruction routine more intense in my lower group (with daily practice instead of just a few times a week). I noticed that a few of my students who had higher DRA scores leaving 1st grade were still struggling with phonics. After a few weeks (and some more data) I reworked my below and on-level group. Read here about how I comb through my data.Īfter completing my beginning of the year DRA assessments, I placed my students into three groups:įrom there, we worked on general guided reading lessons for second grade-mostly focusing in on reading fluency and reading comprehension.
Here’s an example of how I used flexible grouping in my classroom this year.
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