Adjustments to Small-Group Instruction (Part 2):What else is STILL IMPORTANT, and What else NEEDS RECONSIDERING?

Adjustments to Small-Group Instruction (Part 2):What else is STILL IMPORTANT, and What else NEEDS RECONSIDERING?

by | Jan 27, 2023 | Blog, Decodable Texts, Fluency, High-Frequency Words, Knowledge Building, Language Comprehension, Literacy Leadership, Phonemic Awareness, Phonics, Prompting & Feedback, Strategy Instruction, Vocabulary, Word Reading Instruction

Last week, we shared 5 adjustments that can help you bring small-group instruction for early decoders more in line with your other shifts to early literacy instruction. If you missed it, you can find that post here. We hope that you have taken some time this week to...
Adjustments to Small-Group Instruction (Part 1): What’s STILL IMPORTANT and What NEEDS RECONSIDERING?

Adjustments to Small-Group Instruction (Part 1): What’s STILL IMPORTANT and What NEEDS RECONSIDERING?

by | Jan 20, 2023 | Blog, Decodable Texts, Fluency, High-Frequency Words, Knowledge Building, Language Comprehension, Literacy Leadership, Meaningful Independent Practices, Phonemic Awareness, Phonics, Prompting & Feedback, Strategy Instruction, Vocabulary, Word Reading Instruction

What about small-group instruction? What changes in light of new learning? What stays the same? If you’re like many of the educators we work with, questions like these are top of mind as you consider shifts to more brain-friendly literacy instruction for early...