I had asked Michele to address grouping kids in this lesson plan thing we are discussing now. Here is her response to add to Laurie’s and thank you both so much for your wisdom – it will really help this new teacher:
Dear Ben,
I got an error when I went to submit this comment. EEEK. Luckily it was still on the back button.
I’m not sure I really know about flexible grouping, but I assign my kids to reading groups based on their ability to read the selection in that group. Sometimes I put weaker kids who think they’re stronger “in charge” in a group. They prepare the four-level questions for the group and circle any structures that the group thinks that they need more practice with. Sometimes I put the highest-level readers in charge of groups. I still don’t typically have kids read in TL, unless they are native speakers, but the strong kids are the ones who “fill in” when the others in the group don’t know a word, to keep the movie flowing in their minds.
I also put kids in groups to develop two-minute skeleton stories using specific structures. When we have a basic story written, I ask the groups to write details for it to help me make the next level of an embedded reading.
When we’re writing a novel as a class, one kid creates the structure of the whole novel, and the rest work to write the individual chapters.
I think Word Chunk is an example of flexible grouping, especially since Ben puts a weaker kid in charge of monitoring. Another example would be Jason’s Running Dictation. Yet another is when small groups do the “English” reading of a class story from the overhead. They also re-tell stories in small groups, and present their tweaks on the existing stories in small groups. That lessens the stress for oral presentations.
I’m not sure I know what flexible grouping. I think I’m just writing down ideas of group work variations.
Every other Monday, the students get new partners. That shakes up the cliques, gets everyone to work with everyone else, and revises the seating chart often enough for the brain.
Last thing: comment on “no resources needed.” That’s not quite true. You do need novels, FVR books above level 1, projector of some sort to share class stories, a board or easel for drawings, copies of stories, word wall, rule charts, and possibly a document reader. You could also use a SmartBoard, a computer with it, and even iPads or phones to do some of the fun stuff. You don’t have to have any of that tech stuff. Above level 1, you need a place for kids to write, whether it’s their binders or comp books that you keep in the room as easy portfolios of their progress. You also need to have a way for kids to spend one-third of their class time reading comprehensible input (above level 1).
I’m done for now!! Gotta go to Iowa to learn how to teach Russian over distance. Anyone have any ideas?? Share, please! I have a feeling that this isn’t going to be the most CI-friendly atmosphere.