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Pearson is working on blends with her small group instruction. She is utilizing small books and whiteboards.

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In the 6th grade math video students are working on the concept of division via fractions of goals.

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Pearson is working in small groups to instruct blends and sounds. She is also teaching vowels. She uses small books for guidance and whiteboards for writing. 

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Pearson is working in small groups to instruct blends and sounds. She is also teaching vowels. She uses small books for guidance and whiteboards for writing. 

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Not seen in the video shown

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Pearson is using formative assessments to check for student understanding

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Pearson is using formative assessments to check for student understanding

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The group's target was s blends. Their skill was to read the word, highlight it, and sounding them out.

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Humphrey's Small Group- English, Blount. Cura, LaPointe, Kutz

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Humphrey's Small Group- English, Blount. Cura, LaPointe, Kutz

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Begins with open-ended question for whole group to co-plan early finisher assignment; students repeat their understanding of instructions and task expectations; recall prior lesson's expectations to show scaffold; reading analysis questions with checkpoints and completion log; checks the completion log to follow up with progress;

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Teacher can use a hand signal to check for understanding while working.

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A letter sort of vowels may help for another way to do a formative assessment for students.

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A letter sort of vowels may help for another way to do a formative assessment for students.

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Students were having difficulty with long division implementation so the teacher moved into a different approach/strategy.

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Close reading main ideas/details in Reading A-Z text.

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Humphrey's Small Group- English, Blount. Cura, LaPointe, Kutz

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Humphrey's Small Group- English, Blount. Cura, LaPointe, Kutz

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Reading Strategies and Skills: Prediction and questioning; group collaboration, communication, and ability to stay on task; main idea.

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The teacher is listening to the students as they sound out their words, highlighting the blends, and read the sentences.

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Students were explaining thinking but it wasn't a collaboration among students.

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The teacher could create an anchor chart with the blends on it, or use flash cards for the words.

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Questioning strategies and lit circle activities.

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She was checking to make sure the students were on the correct page and highlighting the correct words.

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The higher group is working on a literature book study from Reading A to Z. The focus was on identifying Main Idea and Key Details.

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Have students generate questions

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The teacher is saying a word and students are writing the word on their word strips. The words are based on on the s blending skills.

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In this small group the students were working on initial two consonant blends beginning with S

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Used MAP scores to identify skills and differentiated grouping based on knowledge of students.

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Used MAP scores to identify skills and differentiated grouping based on knowledge of students.

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She is making sure that students are making connections to the book and to each other.

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Target according to levels and knowledge of student performance. Students are working on reading.

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Main idea

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Mrs. Humphreys stated that she uses MAP scores, Fluency, In Class Work, and Exit Tickets to form her small groups to target their specific needs. 

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Mrs. Humphreys stated that she uses MAP scores, Fluency, In Class Work, and Exit Tickets to form her small groups to target their specific needs. 

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Highlighting, verbal assessments, formative

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She targeted predicting, questioning, as well as setting the expectation WG and within her small group. Students were expected to gather questions and come back later with those questions for her.

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Humphrey's SGI- English, Blount. Cura, LaPointe, Kutz

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Humphrey's SGI- English, Blount. Cura, LaPointe, Kutz

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Regroup students depending on mastery and reteach as needed; extension tasks to go deeper.

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Students are having student led conversations

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MAPS and formative activities

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Students could assess their own learning through a journal or exit ticket.

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They can record their understanding of how each student is doing in small group and how they are understanding the material.

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They can record their understanding of how each student is doing in small group and how they are understanding the material.

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Formative assessment not specified

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Ensured each student could recognize and produce the blend in isolation before moving on to a whole word.

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Exit tickets and observations during other instructional settings

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Exit tickets and observations during other instructional settings

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Ms. Humphrey made the lesson exciting, like the group was getting something special. She made the students feel welcome. Mrs. Pearson was friendly with her group and made it a fun experience rather than talking down to the students.

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Humphrey gathers all students together to collaborate a discussion on what is going to happen in centers and small groups. She has students stand up when they are speaking to ensure that students are attentive to the speaker. 

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Humphrey gathers all students together to collaborate a discussion on what is going to happen in centers and small groups. She has students stand up when they are speaking to ensure that students are attentive to the speaker. 

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Students were discussing and working together to find out the solution to the problem together.

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MAPS, Dibels, DAZE, exit tickets as well as how they perform in groups. For instance, if a student is getting a topic that the rest of the group is, they aren't pulled for that specific topic.

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She keeps a chart and takes notes