Building Critical Readers Teaching Students to Evaluate Text

Teach Students to Think Critically About What They Read!

Do your students take everything at face value, or do they question, analyze, and form their own opinions? 

Teaching students to evaluate texts strengthens comprehension and builds critical thinking skills.

Why Teach Text Evaluation?

✔️ Encourages deeper thinking beyond just “liking” a book
✔️ Strengthens comprehension by analyzing key story elements
✔️ Helps students recognize bias, perspective, and author’s purpose
✔️ Prepares students to make independent, informed judgments

Easy Ways to Teach Evaluation in Your Classroom

📖 Model with Read-Alouds verbalizing your thoughts – Pause and ask: Why did the author make this choice? Do I agree? How does this compare to another book?

             📌 Try this: Read a picture book or article aloud and have students use evaluation stems (e.g., I agree/disagree with the author because… or This text is effective because…).

📝 Use Graphic Organizers:  paper and digital

Guide students in analyzing plot, characters, and writing style.

Give students a framework for evaluating texts through graphic organizers, checklists, and response sheets.

          📌 Try this: Provide students with an Evaluation Checklist to assess a book’s plot, characters, setting, and writing style.

💬 Book Clubs & Small Groups – Encourage discussion, debates, and text comparisons. 

                      📌 Try this: Have students rate a book’s effectiveness in conveying its theme or debate whether a character’s choices were realistic.

📌 Ready to get your students thinking deeper?  

 Start today📥 Grab this Evaluation Toolkit and start transforming your readers today It's one of my popular resoruces.

Looking for more insight, ideas, tips for the reading classroom.  Hit the follow button

#ReadingComprehension #CriticalThinking #TeachingReading #DeepThinking

Using Pictures Books to Teach Higher Level Thinking Skills

When we think of picture books, we often associate them with early elementary classrooms. But what if I told you that picture books are an untapped goldmine for teaching complex reading skills to upper-grade students? From reading comprehension and fluency development to higher-level skills like inferring, drawing conclusions, and analyzing an author’s purpose, picture books provide a powerful and engaging way to deepen students’ thinking.

Whether you’re leading literature circles, small groups, or using mentor texts to model complex reading strategies, picture books offer rich language, layered themes, and stunning illustrations that allow students to analyze text beyond just words on a page.

Why Picture Books Work in the Upper Grades

Upper elementary and middle school readers benefit from the concise yet powerful storytelling found in picture books. While chapter books and novels require extended reading time before reaching deeper discussions, picture books provide immediate access to literary elements—allowing students to practice critical thinking skills in a short amount of time.

Additionally, illustrations act as a second text that students can analyze to infer meaning, determine mood and tone, and examine the relationship between visuals and words—an essential skill for media literacy and textual analysis.

Higher-Level Thinking Skills You Can Teach with Picture Books

📖 Inferring & Drawing Conclusions
Many picture books feature minimal text, requiring students to read between the lines by analyzing illustrations, character expressions, and plot developments. This builds inferential thinking, helping students go beyond what’s stated explicitly in the text.

📖 Author’s Purpose, Mood & Tone
Through word choice, illustration style, and character interactions, picture books provide rich opportunities to discuss why an author wrote a piece, how language creates mood, and how an illustrator’s style impacts the overall tone of a story.

📖 Vocabulary Building
Picture books often use tier 2 and tier 3 vocabulary words, exposing students to rich language in a meaningful context. Illustrations support comprehension, allowing students to determine word meaning through context clues rather than just relying on a dictionary.

📖 Fluency Development
Reading aloud from picture books provides opportunities to model pacing, expression, and phrasing—key components of fluency. Their engaging narratives also make repeated readings feel natural, which helps students develop smoother, more confident oral reading skills.

Using Picture Books in Literature Circles & Small Groups

One of the best ways to incorporate picture books into upper-grade instruction is through literature circles or small-group discussions. Students can work in teams to analyze a book from different perspectives, discuss themes, and respond to text through writing, sketch notes, or class discussions.

Here’s a simple framework for using picture books in literature circles:
1️⃣ Pre-Reading Discussion: Preview the book’s cover, title, and illustrations. Have students predict what the story might be about.
2️⃣ First Read: Read aloud as a whole class or in small groups, allowing students to pause and annotate their thinking.
3️⃣ Analysis & Discussion: Assign students different roles (illustration analyst, theme tracker, vocabulary detective, etc.) to guide their discussion.
4️⃣ Response & Extension: Have students write a short analysis, create an alternative ending, or use evidence from the text and illustrations to support an argument.

Final Thoughts

Picture books are powerful tools for developing higher-level thinking skills in the upper grades. They allow students to engage deeply with text in a short amount of time, analyze complex ideas, and build comprehension skills through both words and visuals. Whether you’re using them as mentor texts, in small groups, or in literature circles, they provide an accessible yet rigorous way to develop strategic readers.

Have you used picture books in your upper-grade classroom? Drop a comment and let me know your favorites! 👇📚

Making Small groups Work Part V

Streamlining Planning & Organization

Planning for small groups doesn’t have to be time-consuming. The key is to have ready-to-use tools that help you stay organized without extra stress.

Some of  the teacher  "Must-Have"  Small Group Planning Tools:

✔ Data Tracking Sheets – Monitor student progress & adjust instruction. Copy some, and put some in each binder, folder, drawer that you are housing your resources in for small groups. 

✔ Lesson Plan Templates – Keep your small group lessons focused and efficient.   Pick 1 or 2 formats that you like. Use your data and create a bank of lesson plans for  skills and strategies such a  summarizing theme, tone,  main idea,  characterization, context clues, inferring 

✔ Goal-Setting Forms – Help students take ownership of their reading growth.   I recommend forms for teacher and students,  I kept  a variety of forms on hand,  Some teacher made, some purchased,  I even liked using book marks as a tool to record thinking and reading. I have even created a digital version that scholars know how to access.  I have a wide array of goal setting forms:  ( stamina, fluency, Skill and strategy based,  Standards checklist, a chart for  books read, books completed, books I will read and more )

✔ Classroom Library---  I think of this as a tool, because this is the main  task I use the most for  independent time.  Scholars are allowed to grab a spot, a pillow, stuffed animal and cozy up and read.  We would have been practicing building stamina from day one, so they will be required to read  15 to 30 minutes depending on the day. 

 The Library procedures, organization and use is introduced at the beginning of the year.  Make sure to have a wide array of books, topics and mediums that scholars can access.  This means you will have to teach kids how to shop, and check in and out books without interrupting small group instruction.

✔ Flexible Seating Options – Create an inviting, comfortable small group space.  When I taught primary grades,  I kept chairs and stools around the desk, in MS  students would bring their chairs, grab a stool  or bean bag and pull up to the meeting area.  Sometimes we just met on the carpet depending on what the goal is for that group that particular day.  

✔ Conference/Anecdotal forms---  a way to track what your observing, student needs and next steps I have these pre labeled with students names in folders, based off the data I have collected from them that put them in the groups they would be in that day.  I keep data forms in the folders for students, allowing me to refer to them as needed and add to them when I address a skill that they may have needed additional practice.

Check out this binder,  I got it from Amazon. 

 In Middle school I had one for each class,  It has 8 sections in them so it became my toolkit that I used not only for small groups, but  during progress monitoring when I was lapping the room gathering data on a Daily activity or some student task. 

When I taught elementary I would use a big binder with pocket dividers for each group,  and would have file folders labeled with the students names in a file cabinet and would move document un needed from the folder  that aren't needed or for creating a portfolio for the scholars. 

This binder has pockets dividers  that will allow you  to put material on both side of the dividers. Some of the things  I kept in them were:  bookmarks, anchor charts, word list, all of the documents mentioned above, along with different types of mentor text:  Mini poems and reading passages, excerpts from text, sticky notes and notebook paper.  

As teacher we all have our own way of doing things.  I hope that with this 5 part series you have found some tool, activity or new learning  that will support your implementation of small groups. 

For a more in depth look at small groups  I created an Eb-ook accompanied by a workbook.  Check it out HERE

When your small groups are organized and intentional, they run smoother—helping you spend less time planning and more time teaching.

Final Thoughts: Making Small Groups Work for You

Small group instruction isn’t about doing more—it’s about teaching smarter. When you have:

✅ A clear structure
✅ Flexible, data-driven groups
✅ Engaged independent learners
✅ Streamlined planning tools

…your small groups run efficiently, and you can truly focus on helping students grow as readers and thinkers.  It just takes using data to create intentional and targeted groups, have the right materials, allow for practice and feedback,  and make an effort to meet with every student at least once a week.  

My goal was to provide you a roadmap that I utilized to implement and set up for small group instruction. I hope you are able to utilize something from the series to support you in leveled up instruction in the Reading classroom.

If you missed parts  I- IV  go back and view my previous blog post.  If you would like to learn more about small groups and get access to some ready made resources:  CLICK HERE

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Making Small groups work IV

Delivering Effective Small Group Lessons

Now that your groups are formed and the rest of the class is engaged, it’s time to focus on what happens at your small group table.

The number one thing to remember about small groups is to keep lessons short and focused (7-12 minutes).

Try to keep groups small  from 3 to 6,  any more in my opinion doesn't allow for a lot of time for immediate feedback and scaffolding when misunderstanding happens.

Pick a spot in your class that will allow you to be able to look up and see the class and what students are doing.  

This allow you to scan and reset behaviors via gestures or a phrase.  I say that, because that is what I use. I taught the kids the signals, and they kne if I said it or did it, they were off task and had 5 seconds to get it together. 

Planning  and Implementing Small Groups

• What data points are you using?
• Who are you pulling?
• What is the lesson focus?
• What materials do you need?
• Determine how you will  track progress/ anecdotal notes?
• How often will you need to meet with this group?

All of the answers to these questions are based on what type of small group you're planning for that day.  There are several types of Small groups and they all have their own purpose.There are 5 types that I have expereince using.

Once I  moved to middle school,  Strategy and Book clubs became the focus.  I use Guided Reading and Read Alouds when I taught Second and fourth grade.

Partnerships and conference are what I use when time becomes an issue. There will be days that some lessons will go longer than others.  This was a way o to ensure that I met with all learners and provided some type of feedback and teaching point.  I introduce partnerships and teach students how to interact as partners and pull them and confer with them, using a premade list of questions based on what they are reading and the reading work required from the genre they are reading 

Here are 5 common small groups that I have used during my 24 years of teaching.  I found that Strategy groups, Book clubs and partnerships are my go to, and the most useful in terms of observations/anecdotal notes to inform my next steps.

1.  Guided Reading Groups

2.  Strategy Groups

3.  Read Aloud  Groups

4.  Book Clubs

5.  Partnerships

✔ Use a structured format:  

         Review previous learning
         Introduce the skill or strategy
         Model with a mentor text
         Guided practice with student text

I was introduced to the structure:  Rally  Try 1, Try 2, Link.  This structure allowed for me to keep small groups to 7 to 10 minutes.  I was able to get 2 groups and /or a conference or partnership check in done as well.

Rally  - Introduction and/or recap 

Try 1  - I model the activity/task

Try 2  -The kids  either practice the same activity independently or with a partner 

Link 3 -Debrief activity and have kids to practice with  their independent books - (follow up with kids)                .

Common Materials I kept on hand:

A variety of  mentor text, sticky notes, highlighters, dry erase boards and markers, letter tiles, sentence strips,  a host of graphic organizers, skills and strategy anchor charts and book marks, clip board, stickers.

Teacher Hack: Use question cards, anchor charts, and targeted reading strategies to differentiate instruction and meet the unique needs of each group.

Before getting started with small groups,  everything else has to be running smoothly,  Introduce, model and practice expectations and routines for independent time until students are meeting your expectations. The  same for small group  expectations and procedures.  I suggest introducing  small groups whole class where you can reset and hold kids accountable for what is expected and what is not expected.  

Your independent Reading block needs to be tight,  it needs to be running like clock work where you are not having to stop small groups and reset things.  Every year  I would start with just conferring with scholars and them independently reading, so they know I would be checking in every now and they knew that independent reading was an expectations.   I then moved to partnerships, so I can help them understand how partnerships worked.  Once I had independent reading, conference and partnerships established and running smoothly, only then would I  start small groups and slowly start introducing one station at a time.

When small groups and independent reading are running smoothly,  you will find that you are solely focused on growing students as readers, and critical thinkers. 

Allow for hiccups and just modify and adjust.  Reset and try again.  It is worth it.  I have seen the power of Small groups, whichever structure I used students moved across reading bands of complexity, improved discussion and writing about reading skills, built their vocabulary bank and improved reading stamina. They also curated a bank of strategies and resources to refer back to without interrupting me, that they received during teacher student interactions. 

Do you want to know more?  Look out for blog V

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Making Small Groups Work Part III

 KEEPING THE CLASS ENGAGED:

One of the biggest challenges of small groups?

Managing the rest of the class. If students aren’t engaged, small group time can quickly turn into classroom chaos.  So that means we have to set the expectations and practice the expectations.  It is important to let students know the purpose behind small groups, and the activities that they are doing provides support towad their reading  growth.

What can  students be doing while your in small groups?

1.  Develop  Structured Independent Work Stations 

•  Poetry Task cards/ with as additional response activity
•  Fiction task cards with an additional response activity
•  Nonfiction task cards with an additional response activity

✔ Word Work/Vocabulary Station – Reinforce vocabulary with engaging activities.

• Task card or Activities using  Context clues, 
• Task cards using semantic mapping or  Frayers model

Do you have access to  Blooket  and Quizzes?  you can create self paced independent task cards  and  the direction task cards for each,  explaining what they need to do.

✔ Independent Reading – Provide book choices and response prompts.

• You can have them opt to read on Audio,  or read magazines, .
• I have  laminated index cards that have pictures of various animals on them and  kids loved to be able to pull a card and identify a character that has the same characteristics as the animal and elaborate on their choices.
• Pull Passages from sites like Common Lit. and Newsela. - find passages relevant to the age group,- give an extension activity.
• Teach them how to use the library to search for new books without having to interrupt Small group instruction.
• Use a Parking Lot board-  give them a prompt to respond to and they post the response on the board-   I recommend using the  same text for everyone for this task.

Here  is  one of the Parking Lots  I use:  

 The students loved being able to post to it -  I would even use the Rubrics poster and have kids read their responses and place their sticky note where they think it belongs. 

 The key to this board, is to make sure kids know it is no  wrong or write answer, just past theirs on the slot that matches their response.

I utilize it for students to post responses to readings, to ask questions and to even post to other students numbers,  they give feedback.  Of course all of this is modeled.

I use this to create small groups, and I sometimes challenges kids the next day to pull their sticky notes from the previous day and lift the level of the response.  Of course I have already taught a unit on Writing about our reading

✔ Writing Station – Connect writing to reading with journals or quick writes.

• Provide students with Writing Bingo boards with different prompts for the genre.
• Dare I say it---- give them a  SCR (short  constructed response)  to practice.
• Allow them to free write.
• Put pictures in a station and have them come up with stories to go with them.

Students need to know they are expected to apply the learning that has happened in Writing and that the task they are doing willl be used during conferences as  tools for  forming small groups.

Suggestion:  Create prompts that reflect the different level of   BLOOMS and DEPTH  and COMPLEXITY strands.  (differentiation)

✔ Technology Station – Use digital tools for reading comprehension practice.

• This is where you can incorporate Blooket if you have access to it.
• This is where you can use Quizziz
• Do you have access to PADLET?  I have created a bank of graphic organizers for Fiction and Nonfiction and have kids copy and create one,  or respond  to on directly on  the Padlet.
• Jamboard-  is a great way to get book clubs to discuss their books by responding to questions and then task them with responding to at least one of their  group members responses.

OTHER TECH TOOLS:

     Flipgrid- video record responses, or create a book recommendation or commercial

     Adobe Express-  they can create wanted posters for the antagonist in their books

BUT,  the key is: 

1.  Introducing one station at a time, and the whole class engages in that station, when they master it,  then add another station.

2.  Modeling usage, care and expectation to any tools or tech apps/platforms.

 Once you introduce 2 or 3 stations this is where scheduling will come into play.

KEY POINT:  Make sure that you are facing the class as they are engaging in independent work, that way a gesture can be used without  causing a disruption in your groups.  

Teacher Hack : Use anchor charts and visual schedules to remind students of expectations so they can work independently without constantly interrupting small groups.

Are you looking for support in implementing and setting up small  groups?  Do you want to discuss any of the activitties above?   I am available to support your endeavors and help with planning and organizing small groups. with or for you.  I offer  Strategic Planning Sessions  


Don't forget  to look out for Part IV

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BUILDING READING COMPREHENSION AND FLUENCY USING POETRY Part 1

Struggling Readers? Let’s Talk About Fluency!

Have you ever listened to a student read and thought, Wow, they’re saying all the words... but do they even understand what they just read? Or maybe you have students who read so slowly that by the time they reach the end of the sentence, they’ve completely lost track of what it was about.

You’re not alone! Reading fluency is one of the biggest barriers to comprehension, and the latest NAEP report confirms what many of us see in the classroom—students are struggling with reading at grade level. And let’s be real, if fluency isn’t there, comprehension is going to take a hit.

So, what can we do? The good news is that fluency is teachable—and it doesn’t have to feel like one more thing on your already full plate.

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What is Reading Fluency (and Why Does It Matter)?

Fluency isn’t just about reading fast. It’s about reading accurately, smoothly, and with expression—so students can actually focus on the meaning instead of just sounding out words. When fluency is weak, students have to use so much brainpower just to decode that they don’t have much left to understand what they’re reading.

Fluency has three key parts:
✔ Accuracy – Reading words correctly (not guessing or skipping them).
✔ Rate – Reading at a pace that allows for understanding.
✔ Expression (Prosody) – Reading with phrasing and tone that reflects meaning.

If one of these is off, comprehension is going to suffer.

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What Can We Do in the Classroom?

So, how do we help students improve fluency without making it boring or overwhelming? Here are a few simple, high-impact strategies:

📖 Use Poetry! (Seriously, It’s a Game-Changer)

Poetry naturally supports fluency because of its rhythm, repetition, and phrasing. Plus, students actually enjoy it! Whether you’re introducing poetry, reinforcing reading strategies, or just looking for an engaging literacy activity, poetry gets kids thinking critically, reading fluently, and actually having fun with words.

💡 Try This:
✅ Use poems for whole-group lessons—model expressive reading and have students echo read.
✅ Have students read and analyze poems in small groups or centers.
✅ Let students perform poetry—reading with expression makes a huge difference!

Why Poetry is a great genere to use to introduce reading skills while practicing fluency,

Poetry is an amazing genre for teaching reading skills, higher-order thinking, and fluency because it offers rich, concise texts packed with meaning. Here's why:

1. Poetry Builds Fluency

Poems have rhythm, repetition, and structure, which naturally support reading fluency. When students read poetry aloud, they practice:

• Phrasing – Grouping words for meaning
• Expression – Using tone and emotion
• Pacing – Adjusting speed for comprehension

Example: Reading a poem with a steady beat, like a nursery rhyme or free verse, helps students improve their fluency while making reading more engaging.

2. Poetry Teaches Essential Reading Skills

Even short poems pack in critical reading skills like:

✔ Inferencing – Understanding unstated ideas
✔ Figurative Language – Identifying metaphors, similes, and personification
✔ Word Choice & Meaning – Examining how a single word can shift tone and mood
✔ Theme & Author’s Purpose – Analyzing deeper meanings behind poetic lines

Example: A student might read Langston Hughes’ Dreams and infer that the poem is about holding onto hope and ambition rather than just dreams themselves.

3. Poetry Models Higher-Order Thinking

Poetry naturally challenges students to:
🔹 Analyze word choice – Why did the poet use “whisper” instead of “said”?
🔹 Interpret symbolism – What does the “caged bird” in Maya Angelou’s poem represent?
🔹 Compare texts – How does one poet’s perspective on nature differ from another’s?

Since poems often leave room for interpretation, students engage in deep discussions and justifying their thinking, key components of higher-order comprehension skills.

4. Poetry Engages Students

Poems are short but powerful, making them less intimidating than longer texts. They also come in many forms—humorous, lyrical, narrative—so students can find something they connect with.

💡 How to Use Poetry in the Classroom:

📖 Whole-group lessons – Model close reading skills
👥 Small-group instruction – Scaffold fluency and comprehension
🎭 Performance readings – Boost fluency and confidence
📝 Poetry writing – Encourage creativity and application of reading skills

Poetry isn’t just for National Poetry Month—it’s a powerful tool all year long for building reading proficiency, thinking skills, and fluency!

POETRY BOOK SUGGESTONS:

My Top Favorite Poetry Books and Authors:

1. Bruce Lanskey's Poems
2. Ralph Nesbitt's  Poems
3. There's No Place Like School:  Classroom Poems
4. If Kids Ruled the School....
5. No More Homework, No More Test
6. Shel Siverstein Poems
7. Hip Hop Speaks To Children

    Poetry For Young People Series

• Emily Dickenson
• Maya Angelou
• Lewis Carrol
• Rober Frost

  Poetry for upper grades:

1.  Annabel  Lee
2.  The Raven
3.  Nikki Giovanni
4.  Out of Wonder
5.  Lemonade

           

📢 What are your favorite ways to build fluency in the classroom? Drop your ideas below! 👇

#ReadingFluency #PoetryInTheClassroom #BuildingComprehension #TeachingReading #SmallGroupInstruction

Making Small groups work Series Part II

FORMING FLEXIBLE GROUPS BASED ON DATA 

Gone are the days of permanent ability groups—the most effective small groups are fluid and responsive to students’ needs.

How to Group Effectively:

🔹 Use student data (assessments, conferences, exit tickets) to form targeted groups.

                  Data can be informal or Formal   

🔹 Group by skill, not level—focus on what students need support with right now.

                  Types of Small  groups:

                          1. Strategy groups

                          2.  Guided Groups

                          3.  Book clubs/literature circles

                          4.  Skill Based

Conferences can be considered small group:  they will inform you of student needs and allow you to do a quick teaching point.

        Types of Conferences: 

             1.  One on One

             2.  Partner Ships

🔹 Reassess and adjust groups every few weeks to keep instruction relevant.

                 Groups should be flexible,  and you mind find that students are  needing to be in several groups,  that is okay,  those students are the ones you need to check in with daily.

                 Re assessment doesn't mean it has to always be a standardized assessment.  It can be results from a progress monitoring tool your using, from observations and/or from checklist. 

Teacher Hack: Use a student data tracker to keep tabs on progress and make informed grouping decisions.

When groups are formed with purpose and flexibility, small group instruction has a greater impact.

Hit the follow button, for more tips ideas and resources for the reading classroom

What’s your biggest small group challenge? Drop a comment below—I’d love to help! 

#SmallGroupSuccess #TeachingELA #ReadingWorkshop

Making Small Groups Work Series Part I

Managing small groups in an ELA classroom can feel like juggling flaming torches while riding a unicycle—especially with large class sizes and varying reading levels

 YEP,  I said that.  I was there once.  I feel you!

Do any of these thoughts come to your mind when you hear you need to be doing Small groups?

• How do you provide targeted instruction without losing control of the rest of the class? 
• How do you maximize your time and ensure every student is engaged?
• Ho w do you run small groups with vary Reading levels?

The good news?

Small groups don’t have to be chaotic or overwhelming. With the right strategies, you can make them efficient, effective, and impactful—giving students the personalized support they need while keeping your classroom running smoothly.

 Let’s break it down.

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Step 1: Setting Up for Small Group Success

The key to stress-free small group instruction is organization and structure

 Before you even start pulling groups, you need a clear plan for:

• Who needs what support, 
• When they need it?
• What will I use to implement and provide the instruction for the need?
• How will I monitor student progress?
• How the rest of the class will stay engaged?

The Number one concern I hear from educators is what will the other kids be doing and How can I hold them accountable.  Let's Talk----

Try This: Small Group Rotation System

✔ Set up predictable routines so students know what to do when they’re not in a small group.

• You need to make sure to model and practice expectations? 
•  You must hold those kids accountable?  If they fail to follow the routine, Reset and Repeat 

Here are  some suggestions on routines to introduce and practice: 

 1.  What to do when they are finished?

 2.   What to do if they have a question?

 3   What to do if I need to go to the restroom?

4.   What materials and resources they will need and how to access them?

5.   What is the golden rule when teacher is in a group?

 

✔ Use clear rotations (stations, independent work, book clubs, digital reading tools) to keep students accountable.

I love using Rotations  I will go a little deeper in another  part, but for now  just like the routine, rotations/stations need to be modeled and practice..

✔ Color-code materials for easy organization—one color per group!

Depending on the number of groups you have set up a system:  I use baskets and plasce materials in them.  Some people use the color coded carts with trays, other use color coded file folders  or binders.   

It is your decision,  pick something that is easy to manage, and easy to access.

Here is something I use:  I bought them off of Amazon (I am not an affiliate)

A well-structured rotation ensures you’re maximizing your teaching time while students work independently and purposefully.

Check out more resources for small group implementation HERE.  to learn more about each of the things mentioned in my blog series.

What’s your biggest small group challenge? Drop a comment below—I’d love to help!

Hit the Follow button for  Making Small Groups Work  Parts 2-5

 #SmallGroupSuccess #TeachingELA #ReadingWorkshop.

How Picture Books Support Inferring, Predicting, and Drawing Conclusions

 Unlocking Deeper Thinking:

If you’ve ever had a student look at you with a blank stare after asking, “What do you think the author really meant?”—you’re not alone. Teaching students to infer, make predictions, and draw conclusions can be challenging, especially when they struggle to read between the lines. That’s where picture books become an invaluable tool.

Picture books aren’t just for early readers—they are one of the most powerful ways to introduce and develop higher-level reading comprehension skills. Their engaging illustrations and carefully crafted narratives provide visual and textual clues that help students think critically, make connections, and practice active reading strategies in a way that feels accessible and engaging.

Why Picture Books Make Inference and Prediction Easier

Many students struggle with inferring because they believe answers must be explicitly stated in the text. Picture books break down that barrier by giving students both textual and visual evidence to analyze. Instead of feeling like they have to “guess” the right answer, they learn to look for clues, use prior knowledge, and make reasonable predictions—all essential reading skills that lead to deeper comprehension. With the right structure, picture books can be used effectively in small groups, whole-group discussions, and independent practice to develop these key skills.

Using Picture Books for Small Groups & Whole-Class Lessons

Picture books offer a natural way to scaffold comprehension instruction, making them perfect for small-group and whole-class instruction. Here’s how you can structure your lessons to build inference, prediction, and conclusion-drawing skills:

1. Small Group Targeted Instruction

Small groups provide a focused setting to model and practice these strategies with students at different reading levels. Use mentor texts to guide discussions, highlight key passages, and engage students in think-alouds to make the process of inferring more explicit.

📌 Try this: Read a portion of the picture book without showing the images. Ask students to infer what’s happening based on the text alone. Then, reveal the illustrations and discuss how they enhance or change their understanding.

2. Whole-Class Read-Alouds & Discussions

Using picture books in whole-group lessons allows for rich discussions where students can hear multiple perspectives and explanations.

📌 Try this: Pause at key moments in the story and have students make predictions about what will happen next.   Ask, “What clues from the text and illustrations support your thinking?”

3. Independent Practice with Graphic Organizers & Task Cards

Once students have had guided practice in small groups and whole-class lessons, give them structured ways to apply these strategies independently.

📌 Try this: Provide graphic organizers where students record text clues, prior knowledge, and their inferences while reading independently. Task cards with short passages, riddles, and poetry can also give students quick opportunities to practice drawing conclusions.

Pros and Cons of Using Picture Books for Teaching Inference

✅ Pros:
✔️ Highly engaging—students are naturally drawn to the illustrations and storytelling.
✔️ Provides visual support for students who struggle with abstract thinking.
✔️ Encourages discussion and debate, which builds deeper comprehension.
✔️ Works for all grade levels—even older students can analyze complex themes and symbolism.

❌ Cons & How to Avoid Them:
❌ Some students rely too heavily on pictures instead of analyzing the text.

➡️ Solution: Have students read or listen to the text before seeing the images to practice making inferences from words alone.

❌ Not all picture books are created equally—some don’t have enough depth for strong inference practice.

➡️ Solution: Use mentor texts specifically chosen for their rich storytelling and layered meaning.

❌ Limited time to incorporate picture books in an already packed schedule.

➡️ Solution: Use short, focused activities (like inference task cards) to reinforce skills in small chunks of time.

Making the Most of Picture Books in the Classroom

When used intentionally, picture books can bridge the gap between struggling readers and deeper comprehension. They offer a low-pressure, engaging way for students to practice inferring, predicting, and drawing conclusions without feeling overwhelmed.

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Anchor Charts and Lesson Plans for Small Groups & Whole Class Instruction

 Making Reading Strategies Stick

Teaching reading isn’t just about answering comprehension questions—it’s about building deep understanding, fostering independence, and giving students the confidence to tackle complex texts. But with so many reading levels in one classroom, how do you provide consistent instruction that meets the needs of all learners?

That’s where anchor charts and structured lesson plans come in! These tools help students develop strong reading habits, giving them the visual and instructional support they need to become active, engaged readers.

Why Anchor Charts Make a Difference

Ever taught a skill one day, only to have students forget it the next? That’s where anchor charts save the day! These visual reminders help students retain key strategies by keeping them front and center. Instead of reteaching the same concept over and over, students can refer back to an anchor chart to refresh their understanding.  When paired with structured lesson plans, anchor charts don’t just sit on the walls—they become an active part of the learning process.

The Pros and Cons of Using Anchor Charts (And How to Maximize  their effectiveness

PROS (and how to make the most of them!):

✔ Provides a Visual Reference – Students can quickly check a skill or strategy instead of relying on memory.
          🛠 How to Use It Well: Have students actively engage with charts by incorporating them into discussions, notebook activities, and reading responses.

✔ Supports All Learners – Visual learners, struggling readers, and students who need extra reinforcement benefit from clear, structured reminders.
             🛠 How to Use It Well: Allow students to create their own mini anchor charts in reading notebooks so they can reference them anytime!

✔ Encourages Independence – Instead of asking, “What does inference mean again?”, students can refer to a chart to jog their memory.
              🛠 How to Use It Well: Model how to use the charts effectively. Instead of just pointing to them, walk students through how they connect to real reading tasks.

✔ Keeps Reading Strategies Front and Center – Repeated exposure to concepts helps students internalize reading skills.
            🛠 How to Use It Well: Rotate charts based on the skills currently being taught, ensuring they remain relevant and useful.

✔ Ensures Consistency in Instruction – A structured approach means students hear the same language and strategies across different learning settings.
             🛠 How to Use It Well: Use the same terminology across whole group, small group, and independent reading so students don’t get confused.

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CONS (and how to avoid the pitfalls!):

➖ Can Become “Wall Decor” – If students don’t use them, they lose their effectiveness.

          🛠 Solution: Incorporate charts into daily instruction! Reference them during lessons, have students use them for self-checking, and include them in reading response activities.

➖ Takes Up Space – Too many charts can overwhelm a classroom.
         🛠 Solution: Rotate charts based on the current focus skill. Keep older charts in a binder or digital format for students to revisit as needed.

➖ Not Interactive on Their Own – A chart by itself won’t teach a skill.

       🛠 Solution: Pair them with hands-on activities like partner discussions, graphic organizers, or notebook tasks that require students to apply the strategies.

How to Use These Strategies in the Classroom

💡 Small Groups – Use anchor charts as a reference while guiding students through a text, modeling how to apply the strategies in real-time.

📚 Independent Reading – Encourage students to refer to their personal mini anchor charts or interactive notebook pages when reading on their own.

👥 Whole Group Instruction – Model strategies using an anchor chart before students try them independently or in groups.

The goal is simple: help students become confident, independent readers by giving them the tools they need to succeed. If you’re looking for ready-to-use anchor charts, lesson plans, and interactive resources

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