Intervention, A group of students who are two grade levels behind receive daily, targeted phonics instruction using a structured program outside of core instruction time., A student who consistently struggles with fluency works with a specialist three times a week using repeated reading and progress monitoring., A student receives one-on-one instruction using a research-based program to address significant reading deficits., Remediation, A teacher pulls a small group of students to practice decoding CVC words using a different strategy than whole-group instruction., After a whole-class lesson on main idea, the teacher meets with a few students the next day to teach the concept again using a new text and modeling., In a small group, the teacher provides scaffolded support with grade-level text to help students apply a skill they are still developing., A teacher re-explains a comprehension strategy immediately after noticing confusion during the lesson and provides another example., The teacher adjusts instruction for a small group by slowing the pace and providing more guided practice with the same content., Reteaching, After formative assessment data shows gaps in vowel teams, the teacher provides additional instruction focused specifically on that skill over the next two weeks.Reteaching, The teacher notices several students failed yesterday’s assessment on text features and reviews the same skill again the next day using anchor charts and guided practice., A teacher notices during an exit ticket that several students misunderstand how to identify the author’s purpose, so the next day she goes over the skill using the same standard with a new short text, think-aloud modeling, and guided practice..

Small Group Sort

by
Print
Embed

Leaderboard

Visual style

Options

Switch template

Continue editing: ?