Connecting Classroom Structures

Jennifer Partrick
Nov 10, 2008

How do teachers connect whole group instruction to flexible groups and independent centers so that there is cohesion between different classroom structures? One way to do is to focus on the comprehension strategy taught during whole group instruction. Bear in mind that flexible groups and independent centers should be linked to students' instructional level when possible.

Imagine that during whole group instruction students are working on comparing and contrasting using fictional text. Also imagine that students will be learning about themselves, their culture and other cultures as stated in their social studies standards. With that in mind let us look at creating lessons for each flexible group and each center. While the teacher works with small groups of students to teach reading, the students are placed in heterogeneous centers to complete different assignments. The assignments are placed in folders ranging from easy to difficult. Students work their way through each folder. Since the whole group lesson was comparing and contrasting students will apply what they have learned when working at centers.

In the folder for the lower performing students the assignment is to compare themselves to their best friend. They plot the information on a Venn Diagram which will be used later in the week as a pre-writing tool. Books and tapes are available for students to read about things children like doing. The next assignment is for students to compare their family to another family. This assignment asks students to manipulate more information simultaneously. Students will place information on a Venn Diagram to be used later in the week. Books and magazines are available for students to read that relates to family structures. The most difficult assignment asks students to read about different cultures and compare them to their culture. This is more intense as students must now think about the entire culture of others and compare and contrast that to their culture. Information is placed on a Venn Diagram which will be used later in the week as a pre-writing tool. With each activity students are applying their understanding of comparing and contrasting but at different levels. Giving students the opportunity to choose an activity facilitates learning.

When students work with the teacher they read text that is appropriate for their instructional level. The teacher focuses on comparing and contrasting information that is located in the text.. During this time, the teacher works with students on specific word study skills that students need in order to move to the next reading level. During this time students are completing a graphic organizer and writing about what they are reading.

Connecting assignments for different classroom structures gives students the support they need as they learn new material. Providing choice creates excitement and motivation in students. Teachers use the student output to determine how well students have internalized the new skill or material and to note where break down in understanding occurs. Having this information helps the teacher decide what skills need to be revisited and the students who need more support.

View the Learning-Focused Literacy Collection for more information.