Flexible Grouping Strategies To Enhance Reading Literacy

FLEXIBLE GROUPING STRATEGIES
TO ENHANCE READING LITERACY
Mayo, Ma. Angelica T.

Senerez, Afrell Rose S.
T.A.P.S
 Total Group: Information and new skills will

be shared or demonstrated to the whole
class.
 Alone: A student works alone and thinks
independently.
 Partners: The pare shares ideas, discusses
new information, or processes learning.
 Small Group: Groups of three or four students
may be constructed for a variety of purposes.
Small Groups
 Literature or Information Circles

 Discussion manager
 Vocabulary manager
 Illustrator: He chooses a situation or event in the
story to illustrate and presents and describes it to
the others in the group.
 Connector/Reflector: He tries to find a connection
of the story to students’ lives or perhaps to
another story they have read.
 Wordsworth: He looks for “lovely
language” language such as metaphor,
simile, alliteration that the author uses
to create a mood or feeling or to help
the reader understand the meaning
through feelings or emotions.
Discussion manager:
 Makes questions
 Keeps everyone involved
 Directs the discussion
 Suggest ideas
Vocabulary manger:
 Finds new words
 Looks for meanings
 Makes a picture
 Creates a game (Such as computer
game)
Illustrator:
 Picks an interesting part of the
selection
 Makes a picture about the story
 Tells the story
Connector:
 Locates details in the story related to
students’ lives
 Finds details in the story that relates to
another story.
Wordsworth:
 Finds figurative words in the story
 Finds examples of simile,
metaphor, or alliteration
Round-Robin Reading
 Round robin reading is an effective

strategy to develop skills in reading,
listening, and speaking. It is
advantageous for English language
learners and words well in
heterogeneous groups. A group consists
of four. A particular task is given to each
member.
 PERSON 1 is reader of the text.
 PERSON 2 is the questioner and creates
questions about the text read.
 PERSON 3 gives the answer to the question
posed.
 PERSON 4 is the recorder/supporter of the
question and answer and checks any
information or other word meanings.
TOPIC
TEXT/PUBLICATION
GROUP MEMBERS
Reader #1 _____________________ Reader #2 _____________________
2. Questioner: __________________ 2. Questioner: __________________
Question: ____________________ Question: ____________________
____________________________ ____________________________
3. Respondent: __________________ 3. Respondent: __________________
Answer: ______________________ Answer: ______________________
_____________________________ _____________________________
_____________________________ _____________________________
4. Recorder/Supporter: ___________ 4. Recorder/Supporter: ___________
_____________________________ _____________________________
_____________________________ _____________________________
TEMPLATE TRIANGLE OF KEY POINTS,
CONNECTIONS AND QUESTION
KEYPOINTS
CONNECTIONS QUESTIONS
 KEY POINTS
 The key points are…..
 I remember………….
 It’s about……..
 They experts said….
 I read……….
CONNECTIONS
 This reminds me of…..
 I feel that…
 I also remember….
 This is related to….
QUESTIONS
 I wonder…
 Is this like…
 What do others…..
 Who can ask…
 Where do I get….
Student Reflection After Reading
 After reading, students may want to use the following

prompts to create journal entries:
 I learned that…..
 I was surprised that….
 I discovered that….
 I was pleased that….
 Explain in your own words…
 What was easiest for you?
 What was most difficult for you?
 Draw a picture to illustrate…
 Where did you get stuck?
 How did you get unstuck?
 These may be written in their journals or
reflection notebooks. Shown below is a
sample organizer for student reflection after
reading.
3 Things I learned about _____________________
Reasons why _______________ is important
2 Connections you made
Things you will remember about ____________
1 Question you still have
Illustrations that caught your attention

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FLEXIBLE GROUPING STRATEGIES

TO ENHANCE READING LITERACY

Mayo, Ma. Angelica T.

 Total Group: Information and new skills will

 Literature or Information Circles

 Round robin reading is an effective

 After reading, students may want to use the following

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