How to Teach Multilevel Reading Groups in First Grade

It is an art to run several reading groups at once with 25 squiggly first-graders. Setting up expectations gradually and being consistent will help your reading block run smoothly. Each classroom is different each year, so adjustments can always be made when things don't go smoothly. Following basic guidelines will help you get started in the right direction with your eager learners.

Instructions

Difficulty: Moderately Challenging

1. Determine how much time you have in your schedule for reading instruction. Twenty minutes for small group instruction is usually about right for first-graders. Usually teachers divide their class into three ability groups (advanced readers, medium readers and an at-risk group that might be struggling). Through out the year these groups should be fluid and children should be moved often to accommodate their progress.
2. Start your reading block with a short whole group lesson. This might be a lesson in phonics, vocabulary or study skills. This sets the tone for the next hour or so and gives you a chance to give the kids some seat-work or direction for their independent time while you meet with your smaller reading groups. Always set expectations for their behavior at this time.
3. Begin your reading instruction with your middle group. Train your other two groups to not interrupt you while you are working with a group. A small bell can signal the groups to change. Before your group leaves you-give them some appropriate work to accomplish and then independent reading.
4. Meet with your lower group next. They will be your less independent workers because of their limited ability, so this gives them 20 minutes of seatwork, their 20 minutes of instruction with you and then 20 more minutes of independent reading. All first-graders have short attention spans and need to have their activities changed and redirected often.
5. This is your time with your advanced readers. Always meet with them because they deserve appropriate instruction just like the others even though they seem to be doing well. You want to keep them at this level and continue to challenge them. Show interest in what they are reading independently and allow them to share with each other occasionally.
6. Your basal reading program will give you lots of ideas on seat-work and independent reading activities that your children can do when they are not with you in a reading group. Many times, the basal reading program will have much of the work done for you, so get to know your teacher's manual well. Other teachers can also give you ideas about filling their independent time with solid instructional centers or activities.
7. Start off slowly and simply with first-graders. This will be a new experience for them, and it's more important to work on classroom management in the beginning. Being consistent and training them well will alleviate problems later on. Revisit expectations often.
8. If you have an aide, classroom parent or Title I teacher, plug them into your schedule where you need the most support. For instance, the lower reading group might start with the Title I teacher, then see you and then do their independent reading, or the top group might share with the classroom volunteer while you are seeing your first two groups. These are classroom decisions that you will have to make to best support your reading program.
9. End your reading block with a quick clean-up and maybe a story read by you or talking about what went well. Sometimes children can be asked to share their current favorite reading material, which will make the others want to check that out the next day.

Tips & Warnings

• Even though multiple reading groups sounds daunting, being flexible and organized helps immensely. If you are new to this, ask for help and also ask to visit other classrooms to observe how other teachers have set up their reading block. Seeing how someone else organizes a classroom is very helpful.
• Once you set your system up, do not change it too rapidly. Young children thrive on structure, and they like to do the same things daily. They quickly learn what is expected of them and find security in that.