Managing Flexible-Intervention Groups

This session is designed to offer the most current information

for integrating strategies in your classroom. Please visit the link
below for session information created especially for you by this
presenter.
Link: http://www.cherylsclassroomtips.com/2015/03/managingflexible-intervention-groups.html

English/Language Arts: Easily meet with every student every day

with this flexible grouping schedule.

Sample English/Language Arts Groups

Mrs. Dick's Group:
Meet at Back Table

Monday

Tuesday

Wednesday

Thursday

Friday

Guided Reading/
Literature Discussion

Make-up

Literature Response

Make-up

Writing

Make-up

Self-Selected Reading

Make-up

Sample English/Language Arts Schedule

Total minutes: 150
*I prefer to teach ELA in the morning, but my schedule wouldnt allow it this year
due to lunch and enrichment class.

12:3012:45

Reading Mini-Lesson:

12:451:05

Guided Reading Groups:

Books are leveled based on reading levels. Students may choose to
partner read or read independently. Use of whisper phones is
encouraged.
See guided reading/literature discussion schedule.

1:051:20

Literature Response:
This is written in students composition notebooks.
See literature response schedule.

1:201:35

Writing Mini-Lesson:
If I'm absent, see sub folder for alternate plan.

1:352:05

Students Write:
See writing conferring schedule.

2:052:30

Self-Selected Reading:
See SSR conferring schedule. Remind students to record their
reading in their literature response notebook.

2:303:00

Recess: Duty on Mondays, Wednesdays, and Every

Other Friday

3:003:15

Author's Chair:
This is a class job. Three students read aloud and may collect
three compliments from classmates.

3:153:30

Read Aloud: Model a thinking strategy when reading. i.e. connecting,

predicting, inferring, visualizing, monitoring, summarizing, evaluating.

2014-2015 ELA Improvement:

What About Math?

8:45-9:00 Whole-Class Mini-lesson:
Stations:
9:00-9:15 Computation Station:
9:15-9:30 SMARTBoard Station:
9:30-9:45 Problem-Solving Station: Students work model-drawing
bean cards. They choose Level 1, 2, 3, or 4 based on their
readiness levels. They know which one to do.
9:45-10:00 Review Station: http://www.symbaloo.com/mix/smallgroupmathwork. Students choose a site that they need more
practice in to work alone or with a partner.

Possible Seating Chart

*This are NOT their ELA/Math Groups.

Possible Anecdotal Record Form

Quick Check
Quick Check Example

8-15

8-16

8-19

9-2

9-15

10-4

10-27

Name

Date

Skill: Addition with Regrouping

1.

Jonathan

3+

3+

3+

2.

Billy

3+

3+

3.

Juanita

3-

2
+
3

3+

3+

4.

Phyllis

5.

Monica

6.

Renee

2-

7.

Lawrence

2
+
3

8.

Johnna

9.

Enrique

10. Phillip

11. Frankie

2
+
4

12. Bernica

13. Liam

14. Grant

15. Shirley

1+

1+

16. Nicolas

1+

17. Frances

18. Timothy

19. Lindsey

20. Ferdinand

21. Lao

22. Dimas

23. Jackson

1+

1+

1+

24. Hailey

2
+
4

4 = Advanced

3= Proficient

2=Basic

1=Below Basic

Quick Check

Name

Date

Skill:

4 = Advanced

3= Proficient

2=Basic

1=Below Basic

Anchor Activities Anchor Learning

They allow the teacher to work with individual students or
groups of students.
They communicate that learning never stops in your
classroom.
They provide ongoing activities that relate to the learning
standards.
They allow the teacher to develop independent group work
strategies in order to incorporate a mini lab of computers
in classroom.
Anchor-activity ideas can be found at this link:
http://www.cherylsclassroomtips.com/2015/03/managing-flexibleintervention-groups.html

Resources and Research-Based Citations

Allen, R., Rickert, C. (2010). High-Five Teaching K-5: Using Green Light
Strategies to Create Dynamic, Student-Focused Classrooms. Thousand Oaks,
CA: Corwin Press.
Arens, A., Loman, K., Cunningham, P., Hall, D. (2005). The Teachers Guide to
Big Blocks. Greensboro, NC: Carson-Dellosa Publishing.
Cunningham, P., Hall, D., Cunningham, J. (2000). Guided Reading the FourBlocks Way. Greensboro, NC: Carson-Dellosa Publishing
Fisher, D., Frey, N. (2007). Checking for Understanding: Formative
Assessment Techniques for Your Classroom. Alexandria, VA: Association for
Supervision and Curriculum Development.
Graphics: Thistle Girl Designs
http://www.corestandards.org/thestandards/mathematics/introduction/standards-for-mathematical-practice/
http://www.nctm.org
Kagan, S., Kagan, M. (2009). Kagan Cooperative Learning. San Clemente, CA:
Kagan Publishing.
Hollas, B. (2005). Differentiating Instruction in a Whole-Group Setting.
Peterborough, NH: Crystal Springs Books.
Jensen, E. (2006). Enriching the Brain: How to Maximize Every Learners
Potential. San Francisco, CA: John Wiley & Sons.
Jensen, E. (2003). Tools for Engagement: Managing Emotional States for
Learner Success. San Diego, CA: The Brain Store.
Jensen, E. (1997). Brain Compatible Strategies. San Diego, CA: The Brain
Store.
Marzano, R.J. (2007). The Art and Science of Teaching: A Comprehensive
Framework for Effective Instruction. Alexandria, VA: Association for
Supervision and Curriculum Development.
Marzano, R. (2006). Classroom and Assessment and Grading that Work.
ASCD. Alexandria, VA
Marzano, R.J. (2001). Classroom Instruction That Works: Research-Based
Strategies for Increasing Student Achievement. ASCD.
Tomlinson, C. (1999). The Differentiated Classroom, Responding to the Needs
of All Learners. Danvers, MA: Association for Supervision and Curriculum
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