Flexible Grouping Instructional Activities
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Transcript of Flexible Grouping Instructional Activities
Flexible GroupingInstructional Activities
Presented By: Jiumara Menezes, Kathleen Naruse, and Lindsey Fraser
Welcome “The secret in education lies in respecting the student.”
R.W. Emerson
Agenda• Overview (KWL)• Research in Flexible Grouping• Review:
• How to use your assessments to form groups• Group Activities• Closing• References
Overview: Flexible Grouping
Image resource: “idea of flexible grouping” parentinggiftedkids.com
“Flexible grouping is a term commonly given to the practice of varying grouping strategies for instruction.” (Hoffman, 2002)
Research:
Eberwein, L. (1972)• Study flexible grouping• Earliest studies • Not significant• Future research focus
• Teacher• StudentsImage resource: Google images
Research
Houghton Mifflin (2000)• Informal grouping• Grouped/regrouped• Goals, activities,
individual needs• Throughout school day• Teacher or student led
Image resource: teachers.net
Research:
Castle, S. (2005)• Broad range of students
needs in one classroom• 3 to 5 years differences
in ability in any one classroom
• Diverse student population
• Differentiate instructionImage resource: teachers.net
ResearchHoffman, J. (2002)• Flexible grouping• Individual, partners ,
whole group or small group
• Varying grouping strategies
• Student centered • Collaborative interaction• “Multiage Classroom”
Image resource: teachers.net
Review: How to use assessments to create flexible groups
The following assessments were taken from Bear’s et. al. book “Words Their Way”
Sample Assessments~ David• Open Court Assessment (right side)• Words Their Way Assessment (left side)
Spelling Inventory: David
Identified: Emergent
Sample Assessments~ Joselyn
• Open Court Assessment (right side)• Words Their Way Assessment (left side)
Spelling Inventory: Joselyn
Identified: Letter Name
Sample Assessments~ Adrian
•Open Court Assessment (right side)• Words Their Way Assessment (left side)
Spelling Inventory: Adrian
Identified: Within Words
Sample Assessments~ Jeffrey
•Open Court Assessment (right side)• Words Their Way Assessment (left side)
Spelling Inventory: Jeffrey
Identified: Syllables and Affixes
Sample Assessments~ Emily
•Open Court Assessment (right side)• Words Their Way Assessment (left side)
Spelling Inventory: Emily
Identified: Derivational
Sample Class Data Table:
Sample Classroom Grouping
Flexible Grouping Instructional Activities
1) Emergent 2) Letter Name3) Within Word Pattern4) Syllables and Affixes5) Derivational
Emergent
• Rhyming Concentration• Pasta the Pasta (Concrete Concept Sort)• Transportation• Match and Sort Rhyming Pictures• Rhyming Bingo• Chicka Chicka Boom Boom Sort• Alphabet Eggs• Cut Up Sentences
Letter Name-Beginning
• Roll the Dice• Initial Sound Bingo• Word Family Wheels and Flip Charts• Word Maker with Beginning Consonants,
Digraphs, and Blends• Go Fish• Hopping Frog Game• Making Words with Cube Game
Within Word Pattern-Transitional • Long Vowel Train Game• Race Track Game• Sheep in a Jeep• Word Study Uno• Semantic Brainstorms• Semantic Sorts• Word Study Pursuit
Syllables and Affixes-Intermediate • Apple and the Bushel game• Pair Them Up 7-7• Stressbusters• Semantic Charts Sorts• Vocabulary Jeopardy• Prefix Spin• Double Crazy Eights
Derivational- Advanced
• Jeopardy Latin Root• It’s All Greek to Us• Jeopardy (prefix/suffix)• Brainburst• Joined at the Roots• Root Webs• Semantic Web• The Synonym/Antonym Continuum
Flexible Group Activities
We will now try some of the activities from the book “Words Their Way”
Flexible GroupingIndividual Whole Group
Partners
Small Group
Image resources: teachers.net and Google images
Closing: Opitz’s 9 Reasons for Flexible Grouping• To ensure that all learners feel part of the community. • To help children better understand what they have read. • To enable students to work cooperatively with a wide variety of
peers. • To help students feel more involved in their learning. • To capitalize on the research that supports the use of grouping as a
way to engage students with appropriate instruction and materials. • To offset the effects of ability grouping. • To help the majority of students by using time efficiently. • To provide for individual differences using open-ended assignments. • To accomplish the goals of a reading program and address national
reading and language arts standards."
References• Chorzempa, B., & Graham, S. (2006). Primary-Grade Teachers' Use of within-
Class Ability Grouping in Reading. Journal of Educational Psychology, 98:3, 529-541. http://search.ebscohost.com
• Castle, S., Deniz, C.B., & Tortora, M. (2005). Flexible grouping and student learning in a high-needs school. Educational and Urban Society, 37, 139-150.
• Eberwein, L. (1972). A comparison of a flexible grouping plan with a three-group achievement plan in fourth grade reading instruction. The Journal of Educational Research, 66:4, 169-174.
• Hoffman, J. (2002). Flexible grouping strategies in the multiage classroom. Theory into Practice, 41:1, 47-52.
• Opitz, M. (1998). Flexible grouping in reading: Practical ways to help all students become better readers. New York: Scholastic Publishers.
• Valentino, C. (2000). Houghton Mifflin Discovery Works. http://www.educationplace.biz/science/profdev/articles/valentino.html