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Instructional Strategies for Target Students and Small Group Instruction for TuckIns

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Instructional Strategies for Target Students and Small Group Instruction for TuckIns

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For target students, they are pulled for explicit, small group instruction for skills. During this time, enrichment may be provided when appropriate. They are also given alternative tasks at times, which they have responded well to. Seating with this group in mind is also considered.

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Mixed ability reading groups

Cooperative inquiry-based projects

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Provides students a variety of learning opportunities with a variety of methods. Some methods are teacher directed, some are think pair share, whole group and small group. When it is possible to bring something in the students can relate to, that should also be brought in when possible. 

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Provides students a variety of learning opportunities with a variety of methods. Some methods are teacher directed, some are think pair share, whole group and small group. When it is possible to bring something in the students can relate to, that should also be brought in when possible. 

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In science, the layout of the room has been changed to have one large group of students. The target group has been cooperating with each other positively so far.

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I include a Tuck in in most of my daily lessons. Students have started to complete them independently.

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Using a baseline formative assessment, our team collaborates and plans for students that get grouped according to their formative data that was collected during the week.

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I include a Tuck In lesson with almost every Super kid’s lesson. This is a time where the class is able to work more independently. I also use Tuck Ins during center time.

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Reading and writing strategies to: identify main idea, create a claim, and cite textual evidence

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More student participation from all level of students

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Small groups are created as often as it is possible. Those small groups will receive tailored instruction for the activity. The activities are also created to help students who are at different learning skills and levels. 

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Small groups are created as often as it is possible. Those small groups will receive tailored instruction for the activity. The activities are also created to help students who are at different learning skills and levels. 

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We work as a team to plan for priority standards with each topic

Entrance and exit slips are used to provide insight on what the students understand

Small groups are pulled based on entrance and exit slips

Target group will practice all types of IAR questions, with small group for Type III

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For specials, sharing expectations with paraprofessionals as students walk in creates an efficient class structure.

Often times this includes how to help their 1:1 student succeed or how they can assist

with class culture/behavior management if their 1:1 has consistent success with meeting

academic and behavior expectations for the class.

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Celebrations occur when more students are focusing on improving their grades and completing the assignments and participating in the activities in class. 

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Celebrations occur when more students are focusing on improving their grades and completing the assignments and participating in the activities in class. 

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We use all of the Tuck-Ins provided in Superkids each week. Some units have 1-2 Tuck-Ins while others have 4+ Tuck-Ins, so the number of Tuck-Ins we do each week varies. The students love them because they are set up like a game. There are a lot of matching lessons and word sorting lessons. Each Tuck-In helps students recognize and master the phonics patterns we are learning that week.

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I use small groups to work with Target students.

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Incorporating IAR strategies with current ELA Amplify daily work.

Example underlining common words that are found in a paragraph.

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I have started daily reading centers. Students complete their Tuck In and then go to their assigned center. I pull small groups to work with students based on their needs while groups are at centers.

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My paraprofessional provides assistance to reading groups and conducts study sessions

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Using data students are grouped according to need. Students are then working in a differentiated setting on differentiated tasks. For instance, high students might work independently or on a more challenging task, while lower students might work on a grade level task with a lot of scaffolding and modeling provided by a teacher. While bubble students might work on a grade level task or possibly even more challenging of a task with some modeling and some independent work.

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3-5 students are being taught in small group. First group has bubble students.

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Small group participation has grown. Students are also now analyzing each others work and provided positive feedback.

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More students are turning in homework as a result of the new junior high reward system.

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- Students buy in to the the rewards and incentives have helped target students make progress in online curriculum

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Be inclusive. ...

Use Materials that Support Emotional Development. ...

Create Private Spaces. ...

Come closer. ...

Reuse Materials.

Be positive

Teaching them how to be respectful,and responsibility whit they class, teachers and school

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Grouping our target students together based off the data we received to get them ready for IAR. Start with a Type 1 IAR problem and work into type 2's and 3's within a small group.

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A group of bubble students have been seated together and I think it has improved their work. They are feeding off of each other and it has been great for the group and for each of them.

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Explaining/justifying their work or a peer's work

Differentiated exit tickets

Strategic Grouping

Leveled questioning strategies

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Using formative assessments, my co-teachers and I group the students based on needs. The following day, we use stations to address the needs according to the formative assessment (often times it's an exit slip).

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When I have a para in my room I have them pull a small group to the back table to work with them on the skills/work we are doing whole group. This way those students are able to stay more focused.

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Target students are grouped with purpose to ensure that the lesson and instruction they receive is reflective of their current level of comprehension. Students are given instruction that is differentiated to meet their diverse needs and to allow for additional scaffolding if students are struggling with a specific standard or concept. Students who are bubble or target students are placed intentionally with other students that will encourage their success but, also provide them with a space or environment that has minimal distractions.

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I use my paraprofessional to work with a small group. She also walks around and lends support when needed.

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Using data collected from formative assessments (Daily Routine and Practice Pages), I note which students are struggling with the specific phonics skill that week. I pull those students during our small group time to re-teach, do Tuck-Ins, or use the Skill Builder Book, while other students are working independently.

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More student enthusiasm and participation during session, less resistance with participation in future sessions.

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For tuck ins with Superkids my co-teacher and I pull small groups throughout our ELA block and when we are meeting with the groups, we utilize the tuck ins as a review at the end of the meetings. We will differentiate the tuck ins for different groups to fit their needs. Some groups will practice decoding, while others may just complete an exit ticket.

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We encourage all of our students to come to us whether it is morning meeting , after each class or during intervention to come to us with anything they need help with. Our room is also available during our lunch period. 

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We encourage all of our students to come to us whether it is morning meeting , after each class or during intervention to come to us with anything they need help with. Our room is also available during our lunch period. 

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On Wednesday, para support is varied compared to the regular schedule. The support has now become regular despite being different than any other day during the week. This support is noticed by students and teachers.

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I’m seeing the students become a little more independent with their reading and writing.

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Students are starting to hold themselves to higher standards and wanting to make positive changes and growth.

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David and Christina are working with my students that are working on Mathia independently. They are both good at jumping between my two groups and helping students.

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Co-teachers work together each day to plan accordingly. To explain, we meet each day together in a PLC. Monday's are dedicated to a simple week in review where each teacher gives a quick review of the plans for the week that they were responsible for. Then each of the following days of the week are dedicated to planning, reviewing data, and discussing one grade level per day. By focusing on one grade level per day, we are able to spend a dedicated amount of time and not get sidetracked or allow for one particular group to consume all planning.

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Reinforce every step they give even if it is smoll

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We hold PLC time very highly, and are consistently meeting as a team (2 ELA teachers, SPED teacher and ESL teacher). This allows us to ensure we are all on the same page, and meeting the needs of all the students in the class.

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Students are noticing how groups are being made and starting to ask questions. When we tell them that they are based on student need or performance, they are eager to figure out the characteristics of their group and work harder to stay in that group or move to another group.

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Incorporate more problem solving for target students

Strategic seating and small groups

Including leveled exit tickets

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There are several students that stand out because of the growth they have shown in the past months. Teacher collaboration among the 3-5 team feels more fluid and productive.

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I have been trying to engage the bubble students more in one on one conversations. All students have an opportunity to explain or question during class but the bubble kids get an extra question.

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I have found my students to be engaged in learning

new techniques in writing and excited to read on various topic.

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Establish common goals with teacher to stay on same page and also with students.

Be positive and establish a positive goal that they can do or get through it.

Be inclusive of others

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When working in small groups, the focus is on the spelling pattern for the week. I start with using the words presented through the tuck-ins. To help read those words, I use a strategy called word mapping. Sounds are placed in a box and we work together to blend the sounds to read the word.

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Students love the split grouping and seem motivated. They are more focused in class and are able to complete more Mathia assignments-3-5 Math

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Grouping target students together in seating.

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OT: Tying my sessions into student interests and motivators as much as I can. Providing comprehensive feedback and positive reinforcement on skills and tasks students are doing well.

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The class loves celebrations. We have been trying to use more unique shout outs, dances… We praise each effort.

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Using PLC time to collaborate and create, we are able to create student groups based on needs and have multiple groups in our classroom (up to 4 groups).

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I have put in place a new learning concept to touch

on each day to build the stamina with my student as

we prepare for IAR.

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Have a spiral skill review in place to start each ELA class (10 min)

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Co-Teacher involved in all planning and discussion for the class.

Determine where each teacher/para will be based off of strengths

Talk about expectations/learning target for a lesson prior to lesson

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We are trying several co-teaching models. Our students are grouped by ability when they centers. We have also used parallel teaching where we each take half the class. These models allow us to differentiate to our group of learners.

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17/21 student made there math incentive for Zorbits in 3rd grade for the month of February.

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When a paraprofessional is in the classroom, I make sure to touch base for each class to let them know the plan and expectations for the class period. This helps us all be on the page and more efficiently meet the needs of the student/s.

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My co-teacher and I both meet with small groups during our reading block. Students who are very below grade-level and just below grade-level meet with both myself and my co-teacher, so they get double the small group time. My co-teacher uses the SK Tuck-Ins and Skill Builder books to reenforce targeted skills. Then, when those students get to my reading group afterwards, they use those skills to read during guided reading.

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When we create student groups according to actual data, students are more engaged and the buy-in is higher.

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-Having them work through a problem and then having them show and explain their work to their classmates.

-Having write out their steps.

-Giving them Type 3's for an exit ticket based on the lesson we learned.

-Grouping them with peers in their class based on data.

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With my multi-grade level class, working in small groups has been beneficial. One grade level works with me while the other grade level is working on Mathia or an assignment with the paraprofessional. Then, we switch.

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Introduced annotation symbols/poster to use with novel study

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Within a co-teaching environment the responsibility of student achievement has been assumed by all members in the room. Instructional planning for all grade levels is discussed collectively and then implemented with fidelity. The structure of our PLC meetings has been adjusted to meet the needs of our team. The week is structured in a way to ensure all members have a week in review on Monday. The team also has grade level strategic planning and curriculum implementation meetings on plan times throughout the week to make sure the standards for our content area and our learning objective for our students is being met. This ensures that the team has a clear agenda and plan as we move to instructional time with students and that we are all focused on achieving the same type of student growth.

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Superkids is useful in planning for my groups who are at level or below, however, I am struggling to plan more challenging work for my students who are above grade level. Clear math helps to differentiate the lessons, especially on Re-engagement days. They provide 3 different levels of activities.

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In Math, small groups, one on one help thought the problems. Also allowing students to participate by sharing answers and give them an opportunity to learn from each other.

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Paraprofessional:

My paraprofessional comes to my planning time whenever she is available, and we discuss what we have seen in the room during the time she is in there and figure out how we will incorporate her. She mainly will float around my room both during the lesson and during independent time to aid any students who may be falling behind or struggling on a topic.

Co-Teacher:

My co-teacher and I plan together 2 times a week. During this time, we discuss any shifts we may need to do to make the most of the allotted time.

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I am using my para in my classroom to support a few

of my students,who are lower than the material provided to

keep them engaged, focus so visually learn the the different techniques

being taught.

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When I have my co-teacher with me, we focus on small groups before a test or during a MATHia day based on exit slips/warm ups.

With IAR approaching we are going to be pulling small groups and focusing on Type 1's for one group and the other group will be focusing on Type 2's and 3's.

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When my students met with me prior to Mapp testing, I told them their target number. Most of my students made their target number and cheered on their classmates when they made their goal. It was great to see everyone excited about their work.

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I'm proud of the growth my students have made from Fall to Winter. i

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Small groups/one on one seems to work best 

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Small groups/one on one seems to work best 

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Students are currently starting a new incentive program to increase student participation and having agency in their own learning by having students earn letters as a collective to achieve a reward. Students are required to complete homework and formative assessments to achieve a letter and this helps students to feel they are part of a larger community working toward the same goal while also holding students accountable for their learning outside the classroom.

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Students earn DOJO points for Mathia lessons completed. If they complete 6 lessons they are added to the "invitation only" pizza party. This has helped increase student buy-in for the program.

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Extra plan time for ELA 3-5 and our team planned how to efficiently use our plan time. Small group instruction for the bubble students and putting the bubble students in close proximity near one of the co-teachers during a majority of the class period, if not in small group instruction.

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Discussed target students/grouping to provide additional support when in small groups

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I have been utilizing the Tuck-Ins since the beginning of the year and always have found them very useful as an additional resource to reenforce target skills. The kids also love them. They love meeting with teachers during guided reading and they love our reading block. I have noticed that they truly help students master the phonics skill(s) we are learning that week. Most students do great on the spelling tests and unit assessments.

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As a result of introducing a weekly participation grade the percentage of student

participation has increased dramatically.

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Noticing some of the students with poor motivation have participated more in class discussion

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I have included multiple Tuck-Ins weekly with two of my groups. We mostly work as a group to reinforce a skill, and when they are able to, they do some of the work independently.

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Working with friends and being able to laugh. Everyone shares on our 3-5 team.

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The paraprofessional in my classes works with students in small groups. If a student is needing extra assistance, she helps support them whether it be a break, providing them with whatever they need, or help with work.

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Having students become problem solvers during class. Knowing the importance of working together with others in order to accomplish a common goal.

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We are trying to be specific with what and how we are teaching. Depth not breadth.

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Maintaining a strict PLC schedule to address multiple grade level planning

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Giving positive feedback, to those who struggle can improve the focus. Change of the seats, grouping students, as their needs.

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By working closely with students who need one on one or small group assistance in addition to the lead teachers instruction. This helps the students stay on task more effectively and not fall behind on the daily lesson.

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Having students have class near their peers has been helpful. It has decreased many problem behaviors.