Small Group Instruction Lesson Plan Template Directions Util

Small Group Instruction Lesson Plan Templatedirections Utilize This L

Utilize this lesson plan template for small-group instruction, especially applicable to a 6-1-1 class structure. The template is sectioned and color-coded for clarity: the filled sections are guidance, and the white sections are for your planning and scripting. Use the prompts to develop a lesson focused on goals, students, and resources, addressing these prompts as needed.

Include links to lesson resources such as slides, worksheets, articles, and videos. Clearly define the standards and objectives—what students will know and do by the end of the lesson, with optional tiered objectives for D75. Plan assessments to evaluate student learning during and after the lesson, establishing criteria for success. Connect this lesson to larger units or course goals, showing how it builds towards broader academic objectives. For students with IEPs, specify group activities and how these help meet IEP goals and standards, grouping students with similar goals when appropriate.

Optional homework may include practice or preview activities. The entry routine or Do Now should include a brief warm-up reviewing previous content or previewing today’s lesson, along with practice drills or routines to transition students into the lesson.

In the introduction/mini-lesson ("I Do") phase, outline how you will preview lesson objectives, introduce relevant materials, build context, review key vocabulary, and model skills. Describe teacher actions and scripting, as well as student responses and interactions. Consider how PLOP and IEP goals influence instructional strategies, and specify paraprofessional roles supporting student engagement and prompting during the mini-lesson.

During guided practice ("We Do"), specify how students focus on content and skills, differentiate materials, use higher-order questions, and process their learning through discussion or written responses. Include detailed plans for grouping students, paraprofessional support for each group, and differentiation strategies for reading, comprehension, and discussion steps.

The assessment and closure phase involves reviewing key content and skills, revisiting focus questions, and collecting brief assessments or exit tickets to gauge success. Paraprofessionals should be stationed strategically, provide appropriate prompts, and support engagement. For each student group, detail student roles, paraprofessional support, and assessment activities to ensure that objectives are met effectively.

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Effective small-group instruction requires careful planning to ensure that diverse student needs are met within a structured framework. The provided lesson plan template offers a comprehensive guide to structuring these sessions, incorporating phases from warm-up to closure, with built-in differentiation strategies that consider individual learning goals, IEP mandates, and resource availability. This approach aligns with best practices in instructional design, emphasizing clarity of objectives, formative assessment, and targeted support.

Initially, establishing a clear connection to larger curriculum goals enables teachers to scaffold lessons toward broader student mastery. For instance, a literacy-focused small group might focus on decoding skills, phonemic awareness, or comprehension strategies, depending on the students' readiness levels. Linking these objectives to grade-level standards (such as Common Core or state standards) provides an anchor for both instruction and assessment.

The planning process begins with defining specific, measurable objectives. These objectives are often tiered for differentiated instruction, accommodating diverse learner needs. For example, some students might work on identifying main ideas, while others analyze text details or infer meaning. These tiers guide activity selection, grouping, and assessment strategies, ensuring that all students are appropriately challenged and supported.

Assessment plays a crucial role during instruction. Formative assessments, like exit tickets or quick checks, inform the teacher about student understanding in real-time, allowing for immediate adjustments. Summative assessments, embedded within activities, provide evidence of mastery. Teachers might use rubrics, checklists, or observation notes to evaluate whether students meet the lesson objectives. For example, a reading comprehension task could be assessed based on students’ ability to answer questions accurately and justify their responses.

In terms of instructional delivery, phases such as the “I Do,” “We Do,” and “You Do” model promote gradual release of responsibility. During the mini-lesson, the teacher models or explicitly teaches new skills or concepts, building background knowledge and vocabulary. Differentiation here might involve simplifying language, providing visuals, or using multimodal explanations tailored to individual needs. Paraprofessionals support by engaging students who require additional prompts or scaffolding, ensuring active participation.

The guided practice phase emphasizes student engagement with teacher support. Differentiated materials—such as leveled texts or manipulatives—are used according to student readiness. Questioning strategies include Bloom’s Taxonomy to promote higher-order thinking. Paraprofessionals facilitate small group interactions, guiding students through activities aligned with their goals, and providing targeted prompts or assistance to promote understanding.

In the closing phase, the teacher reviews key concepts, encourages student reflection, and utilizes formative assessments like exit tickets to gauge learning. Paraprofessionals continue support roles, ensuring students complete activities and share responses. Data collected during this phase informs future instruction and helps track student growth over time.

In summary, an effective small-group lesson plan integrates goal setting, differentiation, formative assessment, and targeted support. By scripting each phase carefully and aligning activities to individual and group needs, teachers can foster a productive learning environment that promotes mastery for all students. Such structured planning is essential for ensuring that small-group instruction is impactful, equitable, and aligned with broader educational standards and goals.

References

• Tomlinson, C. A. (2014). The Differentiated Classroom: Responding to the Needs of All Learners. ASCD.
• Wiggins, G., & McTighe, J. (2005). Understanding by Design. ASCD.
• Hattie, J. (2009). Visible Learning: A Synthesis of Over 800 Meta-Analyses Relating to Achievement. Routledge.
• Slavin, R. E. (2018). Educational Psychology: Theory and Practice. Pearson.
• Marzano, R. J., & Marzano, J. S. (2003). The key to classroom management. Educational Leadership, 61(1), 6–13.
• Guskey, T. R. (2010). Teaching and Learning Through Assessment. Corwin Press.
• Vygotsky, L. S. (1978). Mind in Society: The Development of Higher Psychological Processes. Harvard University Press.
• McTighe, J., & Wiggins, G. (2012). Backward Design. Association for Supervision and Curriculum Development.
• Snoeyink, R., & Curtis, A. (2002). Student engagement during small-group instruction. Journal of Educational Research, 96(3), 176–188.
• Fisher, D., & Frey, N. (2014). Content-area Conversations: How to Plan Disciplinary Write and Talk to Grow Close Reading, Argument, and Writing. ASCD.