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Herouts Small Group Differentiated Instruction Plans for February-March

I do my small group schedule on a monthly basis. Each day I pull two groups. One is during
Work on Words and one is during Read to Self. I do small group plans on a 6-day rotation to
ensure equitable small group time. On Fridays, I use small group time to Fridays to progress
monitor RTI students. On S-days, I test students on individual spelling lists or do running
records to decide what reading strategies I need to focus on in small group.

2/17 1 2 3 4

Groups Branden Alison Brianna Joheil


Aaron Sofia Treniti Athan
Brighton Abi Sophie Bella
Ethan Aiden Grace
Gabriel Kason Violet
Jaclyn McKoy Elijah

3/8 1 2 3 4

Groups Branden Sofia Brianna Joheil


Aaron Abi Sophie Athan
Brighton Gabriel Aiden Bella
Ethan Treniti Kason Grace
Alison Jaclyn McKoy Violet
Elijah

F (17) T (21) W (22) TH (23) F (24) M (27)

V-Day T-Day R-Day I-Day G-Day S-Day

PM WTW Group 1 WTW Group 3 GR Group 1 PM WTW


O: SW read and O: SW read and O:SW identify Spelling Test
write words with write words with topic and details.
sh and ch. SW long and short P: TW intro story
read sight words vowel patterns. by going over
on their level. P: SW sort and vocabulary and
P: SW sort and read words with doing picture
read words with support. SW write walk. SW echo
support. SW write words with read book
words. SW write a phonics patterns. stopping every
dictation sentence TW ask students few pages to
with phonics what helps us discuss. SW
pattern and sight know words are identify topic and
words. SW read long and short or details.
sentences with how do they R: Cats and Dogs
phonics pattern. know? A:TW observe
R: Sort R: Sort and provide
A:TO A:TO immediate
feedback.

WTW Group 2 WTW Group 4 GR Group 2 PM WTW


O: SW read and O: SW read and O:SW identify Spelling Test
write words. write words. topic and details.
P: SW sort and P: SW sort and P: TW intro story
read words with read words with by going over
support. SW write support. SW write vocabulary and
words with the words with the doing picture
long u patterns. long o pattern. walk. SW choral
TW ask students TW ask students read book
what helps us what helps us stopping every
know words are know words are few pages to
long and short or long and short or discuss. SW
how do they how do they identify topic and
know? know? details.
R: Sort R: Sort R: Helper Dogs
A:TO A:TO A: TW observe
and provide
immediate
feedback.

T (28) W (1) TH (2) F (3) M (6) T (7)

V-Day T-Day R-Day I-Day G-Day S-Day

WTW Group 1 WTW Group 3 GR Group 1 PM GR Group 3 WTW


O: SW read and O: SW read and O: SW identify O:SW identify Spelling Test
write words with write words with main topic and main topic and
sh and ch. SW long and short details and text details and text
read sight words vowel patterns. features. features.
on their level. P: SW sort and P: TW intro story P: TW intro story
P: SW sort and read words with by going over by going over
read words with support. SW write vocabulary vocabulary (Use
support. SW write words with (rabbit- Table of Contents
words. SW write a phonics patterns. mulisyllabic glossary to
dictation sentence TW ask students pattern & word discuss words)
with phonics what helps us with ending and doing picture
pattern and sight know words are blends such as walk. SW whisper
words. SW read long and short or -mp) and doing read book
sentences with how do they picture walk. SW stopping every
phonics pattern. know? whisper read few pages to
R: Sort R: Sort stopping every discuss. SW
A:TO A:TO few pages to identify topic and
discuss. SW details.
identify topic and R:Sticky and
details. Dangerous Plants
R: Winners A:TW observe
A:TW observe and provide
and provide immediate
immediate feedback.
feedback.

WTW Group 2 WTW Group 4 GR Group 2 PM GR Group 4 WTW


O: SW read and O: SW read and O:SW identify O:SW identify Spelling Test
write words long write words short main topic and main topic and
and short a. and long u details and text details and text
P: SW sort and patterns. features. features.
read words with P: SW sort and P: TW intro story P: TW intro story
support. SW write read words with by going over by going over
words and support. SW write vocabulary(brake vocabulary ( and
dictation words with pads, helmets, doing picture
sentences with phonics patterns. puck, rink, walk. SW whisper
patterns and TW ask students wheels) and doing read book
sights for review. what helps us picture walk. SW stopping every
SW read know words are whisper read few pages to
sentences with long and short or book stopping discuss. SW
the phonics how do they every few pages identify topic and
pattern.TW ask know? to discuss. SW details.
students what R: Sort identify topic and R:Built By Hand
helps us know A:TO details. A:TW observe
words are long R: The Skate and provide
and short or how Club immediate
do they know? A:TW observe feedback.
R: Sort and provide
A:TO immediate
feedback.

W (8) TH (9) F (10) M (13) T (14) W (15)

V-Day T-Day R-Day I-Day G-Day S-Day

WTW Group 1 WTW Group 3 PM GR Group 1 GR Group 3 WTW


O: SW read and O: SW read and O: SW retell text O: SW retell text Spelling Test
write words with write words with using the using the
th and wh. SW -k and -ck. narrative structure narrative structure
read sight words P: SW sort and from writing. from writing.
on their level. read words with P: TW intro story P: TW intro story
P: SW sort and support. SW write by going over by going over
read words with words with vocabulary (here vocabulary
support. SW write phonics patterns. and there) and (multiple meaning
words. SW write a TW ask students doing picture of creeping,
dictation sentence what helps us walk. SW whisper words with -ed)
with phonics know words are read stopping and doing picture
pattern and sight long and short or every few pages walk. SW whisper
words. SW read how do they to discuss. SW read stopping
sentences with know? retell story using every few pages
phonics pattern. R: Sort narrative to discuss. SW
R: Sort A:TO structure. retell story using
A:TO R: Rabbit and Fox narrative
A:TW observe structure.
and provide R: Looking After
immediate Scotty
feedback. A:TW observe
and provide
immediate
feedback.

WTW Group 2 WTW Group 4 PM GR Group 2 GR Group 1 WTW


O: SW read and O: SW read and O: SW retell text O: SW retell text Spelling Test
write words long write words short using the using the
and short e. and long e narrative structure narrative structure
P: SW sort and patterns. from writing. from writing.
read words with P: SW sort and P: TW intro story P: TW intro story
support. SW write read words with by going over by going over
words and support. SW write vocabulary vocabulary
dictation words with (multiple meaning (headquarters,
sentences with phonics patterns. of tricks, knocked long-lost, words
patterns and TW ask students -ed sound like t) with -ed) and
sights for review. what helps us and doing picture doing picture
SW read know words are walk. SW whisper walk. SW whisper
sentences with long and short or read stopping read stopping
the phonics how do they every few pages every few pages
pattern.TW ask know? to discuss. SW to discuss. SW
students what R: Sort retell story using retell story using
helps us know A:TO narrative narrative
words are long structure. structure.
and short or how R: Elly Goes R: Dr. Zardos and
do they know? Skating the Mind Stone
R: Sort A:TW observe A:TW observe
A:TO and provide and provide
immediate immediate
feedback. feedback.

TH (16) F (17) M (20) T (21) W (22) TH (23)

V-Day T-Day R-Day I-Day G-Day S-Day

WTW Group 1 PM WTW Group 3 GR Group 1 GR Group 3 WTW


O: SW read and O: SW read O: SW retell text O: SW retell text using Spelling Test
write words with and write using the narrative the narrative structure
short i and long i. words with -k structure from from writing.
SW read sight and -ck. writing. P: TW intro story by
words on their P: SW sort P: TW intro story by going over vocabulary
level. and read going over (multiple meaning of
P: SW sort and words with vocabulary (here and creeping, words with
read words with support. SW there) and doing -ed) and doing picture
support. SW write write words picture walk. SW walk. SW whisper
words. SW write a with phonics whisper read read stopping every
dictation sentence patterns. TW stopping every few few pages to discuss.
with phonics ask students pages to discuss. SW retell story using
pattern and sight what helps us SW retell story using narrative structure.
words. SW read know words narrative structure. R: Looking After
sentences with are long and R: Rabbit and Fox Scotty
phonics pattern. short or how A:TW observe and A:TW observe and
R: Sort do they know? provide immediate provide immediate
A:TO R: Sort feedback. feedback.
A:TO

WTW Group 2 PM WTW Group 4 GR Group 2 GR Group 1 WTW


O: SW read and O: SW read O: SW retell text O: SW retell text using Spelling Test
write words long and write using the narrative the narrative structure
and short o. words short structure from from writing.
P: SW sort and and long e writing. P: TW intro story by
read words with patterns. P: TW intro story by going over vocabulary
support. SW write P: SW sort going over (headquarters, long-
words and and read vocabulary (multiple lost, words with -ed)
dictation words with meaning of tricks, and doing picture
sentences with support. SW knocked -ed sound walk. SW whisper
patterns and write words like t) and doing read stopping every
sights for review. with phonics picture walk. SW few pages to discuss.
SW read patterns. TW whisper read SW retell story using
sentences with ask students stopping every few narrative structure.
the phonics what helps us pages to discuss. R: Dr. Zardos and the
pattern.TW ask know words SW retell story using Mind Stone
students what are long and narrative structure. A:TW observe and
helps us know short or how R: Elly Goes Skating provide immediate
words are long do they know? A:TW observe and feedback.
and short or how R: Sort provide immediate
do they know? A:TO feedback.
R: Sort
A:TO

F (24) M (27) T (28) W (29) TH (30) F (31)

V-Day T-Day R-Day I-Day G-Day S-Day

WTW Group 1 PM WTW Group 3 GR Group 1 GR Group 3 WTW


O: SW read and O: SW read O: SW retell text O: SW retell text using Spelling Test
write words with and write using the narrative the narrative structure
short i and long i. words with -k structure from from writing.
SW read sight and -ck. writing. P: TW intro story by
words on their P: SW sort P: TW intro story by going over vocabulary
level. and read going over (multiple meaning of
P: SW sort and words with vocabulary (here and creeping, words with
read words with support. SW there) and doing -ed) and doing picture
support. SW write write words picture walk. SW walk. SW whisper
words. SW write a with phonics whisper read read stopping every
dictation sentence patterns. TW stopping every few few pages to discuss.
with phonics ask students pages to discuss. SW retell story using
pattern and sight what helps us SW retell story using narrative structure.
words. SW read know words narrative structure. R: Looking After
sentences with are long and R: Rabbit and Fox Scotty
phonics pattern. short or how A:TW observe and A:TW observe and
R: Sort do they know? provide immediate provide immediate
A:TO R: Sort feedback. feedback.
A:TO
WTW Group 2 PM WTW Group 4 GR Group 2 GR Group 1 WTW
O: SW read and O: SW read O: SW retell text O: SW retell text using Spelling Test
write words long and write using the narrative the narrative structure
and short o. words short structure from from writing.
P: SW sort and and long e writing. P: TW intro story by
read words with patterns. P: TW intro story by going over vocabulary
support. SW write P: SW sort going over (headquarters, long-
words and and read vocabulary (multiple lost, words with -ed)
dictation words with meaning of tricks, and doing picture
sentences with support. SW knocked -ed sound walk. SW whisper
patterns and write words like t) and doing read stopping every
sights for review. with phonics picture walk. SW few pages to discuss.
SW read patterns. TW whisper read SW retell story using
sentences with ask students stopping every few narrative structure.
the phonics what helps us pages to discuss. R: Dr. Zardos and the
pattern.TW ask know words SW retell story using Mind Stone
students what are long and narrative structure. A:TW observe and
helps us know short or how R: Elly Goes Skating provide immediate
words are long do they know? A:TW observe and feedback.
and short or how R: Sort provide immediate
do they know? A:TO feedback.
R: Sort
A:TO

M (3) T (4) W (5) TH (6) F (7) M (17)

V-Day T-Day R-Day I-Day G-Day S-Day

WTW Group 1 PM WTW Group 3 GR Group 1 GR Group 3 PM


O: SW read and O: SW read O: SW create group O: SW create group
write words with and write presentation about presentation about
short o and long words with their favorite their favorite
o. SW read sight long and short character. character.
words on their o. P: TW assist P: TW assist students
level. P: SW sort students in making in making google slide
P: SW sort and and read google slide presentation.
read words with words with presentation. R: Google
support. SW write support. SW R: Google A:TW observe and
words. SW write a write words A:TW observe and provide immediate
dictation sentence with phonics provide immediate feedback.
with phonics patterns. TW feedback.
pattern and sight ask students
words. SW read what helps us
sentences with know words
phonics pattern. are long and
R: Sort short or how
A:TO do they know?
R: Sort
A:TO

WTW Group 2 PM WTW Group 4 GR Group 2 GR Group 1 PM


O: SW read and O: SW read O: SW create group O: SW create group
write words long and write presentation about presentation about a
and short o. words short their favorite building they learned
P: SW sort and and long e instrument. about from reading..
read words with patterns and P: TW assist P: TW assist students
support. SW write oddballs. students in making in making google slide
words and P: SW sort google slide presentation.
dictation and read presentation. R: Google
sentences with words with R: Google A:TW observe and
patterns and support. SW A:TW observe and provide immediate
sights for review. write words provide immediate feedback.
SW read with phonics feedback.
sentences with patterns. TW
the phonics ask students
pattern.TW ask what helps us
students what know words
helps us know are long and
words are long short or how
and short or how do they know?
do they know? R: Sort
R: Sort A:TO
A:TO