Small Groups, Big Impact Using Small-Group Instruction to Underpin Literacy Skills
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Miss Norline sits with two children at a small table, their heads bent in concentration as they decorate textured, gray pebbles. This hands-on activity was inspired by Lubna and Pebble, by Wendy Meddour. Miss Norline has read this book several times during whole group. Now, in this small-group setting, children are delving deeper. As they create, Miss Norline asks them open-ended questions about the story’s characters to check in with each child and assess their literacy learning.
The energy and insight of these children demonstrate the power of small groups to cultivate early literacy skills. This includes building upon interactive read alouds: As teachers plan and guide small-group activities, they can tie specific literacy skills to the texts they repeatedly read during whole-group gatherings.
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Norline Wild, PhD, is an assistant professor in the College of Education at Niagara University, New York. Before becoming a teacher educator, Norline was a preschool and pre-K teacher. Norline’s practice-based research focuses on the power of picture books to promote social justice. She is committed to supporting educators in creating inclusive and equitable classroom communities.