How will creating a strong literature structure, along with explaining and practicing expectations, impact my first grade students on task behavior during my small group reading instruction?

Seminar Title

How will creating a strong literature structure, along with explaining and practicing expectations, impact my first grade students on task behavior during my small group reading instruction?

Reading Workshop

1st Grade

Elementary

Reading

Language Arts

How do I keep my student’s on task while working with small groups? This is a question that has haunted me throughout my years of teaching. I am excited about the research that I conducted because my students were more engaged without needing me all of the time. In turn, I was able to spend more time with small groups. I believe my research is relevant to the elementary grade levels, but specifically focuses on reading workshop. I had two main concepts, the first was creating clear expectations, and the second was creating a strong workshop structure. So, if you are interested in discussing ways to help create clear expectations and share great literature centers that help students stay focused, then this is the session for you!

How will creating a strong literature structure, along with explaining and practicing expectations, impact my first grade students on task behavior during my small group reading instruction? I was feeling overwhelmed knowing that I would be switching grade levels from 4th grade to 1st grade and my school district was implementing a new reading program. I then heard a little more about the program and found out that one of the components was a 1 hour small group instruction time. I knew that it was difficult for me to implement reading cafe for 30 - 45 minutes daily with my fourth graders, so how was I going to do this for an hour with my first graders. My need became very clear which was, how can I create a strong enough structure to keep my first graders on task while I am meeting with small groups? I then started out on my research and finally focused in on two main areas that I felt would have the biggest impact, they were creating clear expectations and having a strong structure. When setting clear expectations students need to have a gradual release approach. Students first need the expectation modeled, then they need time to practice, and finally, they are ready to be on their own with some reminders and practice along the way. When it comes to the structure of small group activities there are pieces that need to be in place in order for success. The centers must be clearly explained and students must have practice with them, supplies must be easily accessible, and the centers need to meet their ability levels. After researching this topic I came up with an Action Plan. The first 4 weeks of school was dedicated to practicing and building the routines of our literacy centers. Each week I introduced a new center and used the gradual release model. By the end of the four weeks, my students had a clear understanding of what was expected of them during our small group instruction. From mid October - December, I focused on the structure. Students had centers they must visit throughout the week while I was meeting with small groups, the centers were activities based on their reading levels and changed over the course of the plan. After looking at my data I found my students made great gains in some areas and other areas not much change happened. In conclusion, after spending a focused amount of time finding ability appropriate activities and realizing it made such an impact on their learning, I plan to continue to follow this plan and continue to change their activities based on my student’s needs.