# data[].attributes.body
I learned that creating small group instruction reaches out to students who are struggling with learning, such as ELD. I also learned that teaching students prior to the lesson taught the next day will help them develop background knowledge for the day of the lesson. I also learned more about the frameworks. Learned how to use visuals as a support for ELD students. Also... finding ways to manage time and create your small groups for instruction.
Ana Morfin

# data[].attributes.body
At this time of the year I am more confident in using small group instruction for BMA, I know it is important to make meaning of what is read. I will expand their vocabulary by using picture clues with the words under the picture so they can make the connection.
Jessica Gonzalez-Santos and Kathleen Fagundes

# data[].attributes.body
Today I learned that Tkers can learn about phonological awareness through frequent play with the sounds of language.

One thing I would love to do moving forward is having like a Wacky Words Wednesday theme where I read a story such as The Piggy in the Puddle. "Children learn that spoken  words consist of smaller  units (syllables, onsets and  rimes, and phonemes), and  they manipulate and reflect  on those units as they sing,  recite poems, engage with  books, and play language  games".

Vanessa Gutierrez and Korbin Quinn

# data[].attributes.body
Something I learned is the difference between teaching reading in 6th grade versus 1st grade - reading to learn versus learning to read.

I will be using the Teacher's Resource guide for the leveled readers and its pacing guide with suggestions for worksheets, strategies, and graphic organizers. I could also use the additional mini lessons provided for groups that would need them.

# data[].attributes.body
One takeaway I got from this lesson is how to get different ideas to run groups. I learned also how to incorporate the benchmark and use teacher resources in order to run lessons whole group or with small groups.
- One thing I will do differently moving forward is how to create my small groups based on the student's level and document my observations from groups.
Ana Martinez & Jenna Porchia

# data[].attributes.body
Our biggest takeaway is being purposeful with our time.  With RSP our time is limited, and we need to utilize resources available to make learning meaningful.  Flexible grouping by similiar learning needs can increase student's skills in specific areas.  We discussed various strategies in moving away from Round Robin Reading.
Benjamin Stelter and Gina Tenhet

# data[].attributes.body
One of the things I learned is that language development remains to be a priority in the fifth grade and how teachers provide a comprehensive program of vocabulary instruction. Moving forward one of the things I would love to try in my classroom is flexible grouping option 3. I feel my classroom would benefit from remaining in their seats more than rotating through center activities (flexible grouping option 1) which is what I am currently using during small group instruction.
Beth Dula and Vanessa Gutierrez

# data[].attributes.body
The biggest takeaway:
-Set a purpose before starting reading, share that with the students and make sure the activity or CFU matches the purpose/standard.
-Use the 'As they read...' section from the Framework (p. 426) when planning; use those activities to engage students in the reading.
Tracy B. and Karen M.

# data[].attributes.body
One of the things that we learned while reading the ELA/ELD framework, is the importance behind meaning making.  As students must be given the opportunity to engage with the text, so that they can increase their comprehension of the text that they are reading. This is something that I plan on doing with my small reading groups, by having my students answer text-evidence questions. We also learned about flexible grouping, and the different types of activities that I can have those students who I am not meeting work on while they are at their desk.
Valeria Valdivia and Jill Branco

# data[].attributes.body
Teachers need to be purposeful in planning their lessons. Students need to be challenged to use comprehension strategies such as question, predict, summarize and monitor. Students also need to be challenged to demonstrate reading comprehension through their writing practices. I learned how to access the benchmark materials for small group instruction. In doing this, I would like to try to use the lesson mentioned (familiar read, skill/strategy, the lesson) with the benchmark small group resources to see how that works with my students.
Fanny Maldonado/Charisse Hastings

# data[].attributes.body
What I learned was that there needs to be a purpose or skill when planning the small groups. I learned about grouping the students together and how you can run your groups in a couple of different ways such as flexible groups. I plan on exploring more virtual options to groups such as using breakout rooms and pulling a student in to listen better. Pablo Jimenez & Vicki Stewart

# data[].attributes.body
We learned that you can use multiple measures such as ESGI, Edgenuity and observations to group the students by area of need or objective. Looking forward to exploring and getting more familiar with the provided teacher guides and resources. Being new these are a valuable tool to help make sure the learning flow is done properly. Jessica Gonzalez Santos & Vicki Stewart

# data[].attributes.body
We learned that we can use STAR instructional groupings to identify focus standards. Then we can use these standards to follow Benchmark Advance Lesson Plans. Moving forward I will begin making week long plans that lay out the specific activities I will use from Benchmark.
Oriyana Marquez and Rosemary Soares

# data[].attributes.body
Today we learned how to use the results of Acadience, PASI, and PSI to create small groups. In the next few weeks, I will work with those small groups to support and help my students to pass a skill.
Natalie Munoz and Carleen Jorge

# data[].attributes.body
Today we learned how to use out STAR reading results to help us create reading groups. We also learned about flexible group options and obtain ideas of what students could work on independently while the teacher is teaching small reading groups.
Andrea Matthews and Livier Macias