Flexible GroupingInstructional Activities

Presented By: Jiumara Menezes, Kathleen Naruse, and Lindsey Fraser

 Welcome  “The secret in education lies in respecting the student.”

R.W. Emerson

Agenda• Overview (KWL)• Research in Flexible Grouping• Review:

• How to use your assessments to form groups• Group Activities• Closing• References

Overview: Flexible Grouping

Image resource: “idea of flexible grouping” parentinggiftedkids.com

“Flexible grouping is a term commonly given to the practice of varying grouping strategies for instruction.” (Hoffman, 2002)

Research:

Eberwein, L. (1972)• Study flexible grouping• Earliest studies • Not significant• Future research focus

• Teacher• StudentsImage resource: Google images

Research

Houghton Mifflin (2000)• Informal grouping• Grouped/regrouped• Goals, activities,

individual needs• Throughout school day• Teacher or student led

Image resource: teachers.net

Research:

Castle, S. (2005)• Broad range of students

needs in one classroom• 3 to 5 years differences

in ability in any one classroom

• Diverse student population

• Differentiate instructionImage resource: teachers.net

ResearchHoffman, J. (2002)• Flexible grouping• Individual, partners ,

whole group or small group

• Varying grouping strategies

• Student centered • Collaborative interaction• “Multiage Classroom”

Image resource: teachers.net

Review: How to use assessments to create flexible groups

The following assessments were taken from Bear’s et. al. book “Words Their Way”

Sample Assessments~ David• Open Court Assessment (right side)• Words Their Way Assessment (left side)

Spelling Inventory: David

Identified: Emergent

Sample Assessments~ Joselyn

• Open Court Assessment (right side)• Words Their Way Assessment (left side)

Spelling Inventory: Joselyn

Identified: Letter Name

Sample Assessments~ Adrian

•Open Court Assessment (right side)• Words Their Way Assessment (left side)

Spelling Inventory: Adrian

Identified: Within Words

Sample Assessments~ Jeffrey

•Open Court Assessment (right side)• Words Their Way Assessment (left side)

Spelling Inventory: Jeffrey

Identified: Syllables and Affixes

Sample Assessments~ Emily

•Open Court Assessment (right side)• Words Their Way Assessment (left side)

Spelling Inventory: Emily

Identified: Derivational

Sample Class Data Table:

Sample Classroom Grouping

Flexible Grouping Instructional Activities

1) Emergent 2) Letter Name3) Within Word Pattern4) Syllables and Affixes5) Derivational

Emergent

• Rhyming Concentration• Pasta the Pasta (Concrete Concept Sort)• Transportation• Match and Sort Rhyming Pictures• Rhyming Bingo• Chicka Chicka Boom Boom Sort• Alphabet Eggs• Cut Up Sentences

Letter Name-Beginning

• Roll the Dice• Initial Sound Bingo• Word Family Wheels and Flip Charts• Word Maker with Beginning Consonants,

Digraphs, and Blends• Go Fish• Hopping Frog Game• Making Words with Cube Game

Within Word Pattern-Transitional • Long Vowel Train Game• Race Track Game• Sheep in a Jeep• Word Study Uno• Semantic Brainstorms• Semantic Sorts• Word Study Pursuit

Syllables and Affixes-Intermediate • Apple and the Bushel game• Pair Them Up 7-7• Stressbusters• Semantic Charts Sorts• Vocabulary Jeopardy• Prefix Spin• Double Crazy Eights

Derivational- Advanced

• Jeopardy Latin Root• It’s All Greek to Us• Jeopardy (prefix/suffix)• Brainburst• Joined at the Roots• Root Webs• Semantic Web• The Synonym/Antonym Continuum

Flexible Group Activities

We will now try some of the activities from the book “Words Their Way”

Flexible GroupingIndividual Whole Group

Partners

Small Group

Image resources: teachers.net and Google images

Closing: Opitz’s 9 Reasons for Flexible Grouping• To ensure that all learners feel part of the community. • To help children better understand what they have read. • To enable students to work cooperatively with a wide variety of

peers. • To help students feel more involved in their learning. • To capitalize on the research that supports the use of grouping as a

way to engage students with appropriate instruction and materials. • To offset the effects of ability grouping. • To help the majority of students by using time efficiently. • To provide for individual differences using open-ended assignments. • To accomplish the goals of a reading program and address national

reading and language arts standards."

References• Chorzempa, B., & Graham, S. (2006). Primary-Grade Teachers' Use of within-

Class Ability Grouping in Reading. Journal of Educational Psychology, 98:3, 529-541. http://search.ebscohost.com

• Castle, S., Deniz, C.B., & Tortora, M. (2005). Flexible grouping and student learning in a high-needs school. Educational and Urban Society, 37, 139-150.

• Eberwein, L. (1972). A comparison of a flexible grouping plan with a three-group achievement plan in fourth grade reading instruction. The Journal of Educational Research, 66:4, 169-174.

• Hoffman, J. (2002). Flexible grouping strategies in the multiage classroom. Theory into Practice, 41:1, 47-52.

• Opitz, M. (1998). Flexible grouping in reading: Practical ways to help all students become better readers. New York: Scholastic Publishers.

• Valentino, C. (2000). Houghton Mifflin Discovery Works. http://www.educationplace.biz/science/profdev/articles/valentino.html