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“The composition of your guided reading groups isn’t etched in stone. Your groups should be fluid and should change as your students’ instructional needs change. That’s where informal and formal assessments come in handy.Of the informal assessments, running records are extremely useful for determining whether students should be moved to another group” mentioned on Scholastic Website by Kin Greene.

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“The composition of your guided reading groups isn’t etched in stone. Your groups should be fluid and should change as your students’ instructional needs change. That’s where informal and formal assessments come in handy.Of the informal assessments, running records are extremely useful for determining whether students should be moved to another group” mentioned on Scholastic Website by Kin Greene.

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Question: How frequent should I assess students to adjust them within their groups? 

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Question: How frequent should I assess students to adjust them within their groups? 

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A personal bias is searching for relative articles justifying my present practices, however the more knowledge I gain from implementing mixed ability grouping I will better my understanding of the entire guided reading block and students.

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A personal bias is searching for relative articles justifying my present practices, however the more knowledge I gain from implementing mixed ability grouping I will better my understanding of the entire guided reading block and students.

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An ethical concern of mine is to receiving majority of the parent consent forms back signed (Mills 2018). The school does not have a great amount of parent involvement. 

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An ethical concern of mine is to receiving majority of the parent consent forms back signed (Mills 2018). The school does not have a great amount of parent involvement. 

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I have read the text, Literacy Work Stations: Making Centers Work  by Debbie Diller who has impacted the changes of  my guided reading block next year. Here is an online version of the book explaining the importance of grouping and being flexible. The decisions the teacher makes on how to group students on a day to day bases needs to be purposeful (p. 18). 

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I have read the text, Literacy Work Stations: Making Centers Work  by Debbie Diller who has impacted the changes of  my guided reading block next year. Here is an online version of the book explaining the importance of grouping and being flexible. The decisions the teacher makes on how to group students on a day to day bases needs to be purposeful (p. 18). 

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This book will help teachers solve the dilemma: What does the rest of my class do while I'm working with a small reading group? Debbie Diller offers practical suggestions for over a dozen literacy work stations that link to instruction and make preparation and management easy for teachers.

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The annotated bibliography includes the articles that support the research. 

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The annotated bibliography includes the articles that support the research. 

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Action Research Project: The impact of mixed ability or flexible grouping during guided reading. The variety of academic levels at work stations is likely to increase students’ reading achievement. 

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Action Research Project: The impact of mixed ability or flexible grouping during guided reading. The variety of academic levels at work stations is likely to increase students’ reading achievement. 