Show notes
Episode 327: What Should the Rest of Your Class Do During Small Groups?
You’ve planned an intentional lesson for the students at your small group table—but then comes the other question: What should the rest of your class be doing while you teach?
For years, Emily assumed small group instruction automatically meant centers and rotations. One group was doing word work, another was reading, another was on the computer—and every 15 minutes, everyone rotated. But small groups don’t have to be that complicated. Your students can all work on the same meaningful literacy activity, or you can rely on a few predictable routines that students already know how to complete independently.
In this episode, Emily shares practical ways to simplify what the rest of your class is doing during small group instruction—without constantly searching for, creating, and prepping new activities. You’ll learn four literacy routines you can use again and again: partner fluency practice, sentence writing, writing about reading, and purposeful independent reading. The goal isn’t to create an entirely separate literacy block for your independent students. It’s to build on the instruction and routines you’re already using.
Emily also shares why independent work needs a clear connection back to your instruction, how a quick whole-class check-in can create accountability, and one mistake she made when assigning graded work during small group time.
In this episode, you’ll learn:
- Why small groups don’t have to mean complicated centers and rotations
- How predictable routines can make independent work easier for students—and require less planning from you
- Four meaningful activities students can do while you teach a small group
- How to use partner fluency practice as a repeatable routine where the structure stays the same and the text changes
- How sentence writing and writing about reading can extend instruction you’re already doing
- How to make independent reading more purposeful by connecting it to the knowledge students are building
- Why bringing students back together after independent practice creates accountability and helps you catch misconceptions
- Why you should be thoughtful about assigning graded work when some students will have less independent work time because they’re meeting with you
Next week, we’re continuing our Small Group Success series with a conversation all about behavior management during small groups—including setting expectations, reducing interruptions, and helping students work independently while you focus on the students at your table. Pasted text(20260925-153458)
Resources Mentioned:
FREE Sentence Writing Activities: stellarteacher.com/sentences
You’ve planned an intentional lesson for the students at your small group table...but then comes the other question: What should the rest of your class be doing while you teach?
For years, Emily assumed small group instruction automatically meant centers and rotations. One group was doing word work, another was reading, another was on the computer—and every 15 minutes, everyone rotated. But small groups don’t have to be that complicated. Your students can all work on the same meaningful literacy activity, or you can rely on a few predictable routines that students already know how to complete independently.
In this episode, Emily shares practical ways to simplify what the rest of your class is doing during small group instruction—without constantly searching for, creating, and prepping new activities. You’ll learn four literacy routines you can use again and again: partner fluency practice, sentence writing, writing about reading, and purposeful independent reading. The goal isn’t to create an entirely separate literacy block for your independent students. It’s to build on the instruction and routines you’re already using.
Emily also shares why independent work needs a clear connection back to your instruction, how a quick whole-class check-in can create accountability, and one mistake she made when assigning graded work during small group time.
In this episode, you’ll learn:
- Why small groups don’t have to mean complicated centers and rotations
- How predictable routines can make independent work easier for students—and require less planning from you
- Four meaningful activities students can do while you teach a small group
- How to use partner fluency practice as a repeatable routine where the structure stays the same and the text changes
- How sentence writing and writing about reading can extend instruction you’re already doing
- How to make independent reading more purposeful by connecting it to the knowledge students are building
- Why bringing students back together after independent practice creates accountability and helps you catch misconceptions
- Why you should be thoughtful about assigning graded work when some students will have less independent work time because they’re meeting with you
Next week, we’re continuing our Small Group Success series with a conversation all about behavior management during small groups—including setting expectations, reducing interruptions, and helping students work independently while you focus on the students at your table.
Resources Mentioned:
FREE Sentence Writing Activities: stellarteacher.com/sentence
Small Group Success Checklist: stellarteacher.com/smallgroup
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