Session 2: Leveled Texts and Flexible Grouping

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Language Arts
Reading Comprehension

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Session 2: Leveled Texts and Flexible Grouping

1. Instruction level grouping creates homogeneous groups of students reading at similar instruction levels to deliver instruction to increase literacy skills. Assessment data such as benchmark readings or informal reading inventories can be used for dynamic grouping.2. Needs-based grouping allows students with similar learning challenges to receive direct instruction. Example: learning how to read and study textbooks or introducing new genres3. Social support creates a sense of community, and fosters communication and support among peers. Peer modeling, collaboration, or interests can all be considered through heterogeneous groups.

Session 2

Leveled Texts and Flexible Grouping:October 8, 2013"

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Leveled Texts


1) Determining text difficulty considers how easy or hard a book is for readers at a particular grade level or age. This includes book and print features, text structure, themes/ideas, language/literacy features, vocabulary, sentence complexity, and content.2) Thinking about the demands of texts on readers allows us to think about what strategies students will need to solve words and how they will construct meaning.3) Introduce the text by thinking about how readers will process it, including important ideas, deciding how students will read the text, and planning a focus for reading.

Flexible Grouping

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