Small Group Work

Referring to the video to the right, Sangita comments, "Yes I feel like they were doing what they were supposed to do. They were very focused. That’s probably the worry of most teachers, me included is when you give them so much freedom to talk. Are they talking about the ballgame or the work? I think the majority of the time they stay pretty focused on their work. This is a good example too. They are not super friendly with each other. They chose to work with each other because they needed a partner. They got what they needed to get done.”

Video of peer editing

Pairing Partners

“I’ve always allowed them to choose their partners. During the beginning of the year I made it a big deal that they had to choose a different partner each day so they get used to working with a variety of people.”

“It is scary when the students are in a brand new class. Having to work with someone you don’t know adds to the stress.”

“It helps them to be more comfortable if they can choose their own partner. With them being comfortable I feel it just helps them in the learning process.”

Video of peer editing

Peer Editing

During peer editing, Sangita gives her students the opportunity to work in pairs in order to discuss varying aspects of the writing process. They provide their classmates feedback and critique about their writing. This activity can be structured or informal, depending on the context. Sangita states,

“They generally do a good job selecting partners. They are good at choosing partners and not friends. We did a lot of talking about that in the beginning…who are your good friends and who are your good partners. Two students may not be friends, but they will be partners because they know it is about the writing.”

Book Clubs

This activity offers students an opportunity to discuss the books that they are reading. They are organized in small groups of 3-4 students. During book club talks, students discuss a variety of topics relating to their book of choice. Sangita facilitates these discussions based on individual group needs.

“My book clubs are based on students’ reading levels. If it is something instructional, then I choose the partner. They sit wherever they want to sit. I think they should be able to independently sit where they need to and get their work done and enjoy themselves too.”

View the reading chart that Sangita uses during book clubs and other small group activities in pdf format

Students discuss a possible title
for this website after turn and talk.

Turn and Talk

This is an informal activity in which Sangita provides her students the opportunity to discuss subject matter content and personal experiences in a variety of contexts. They are unstructured activities for the students to engage in dialogue that is relevant to individual and class goals. An example of the use of turn and talk is when Sangita is engaging students in read aloud. She may ask the students to briefly turn to each other and talk about their ideas regarding the book.

“If I’m looking for something specific then that is usually when I pose a question to them. I prefer not to pose questions. I feel like when I just say turn and talk and I listen in to what they are doing, that makes it more authentic. That is a better assessment for me of what they naturally do when they are reading.”

“They are so usually so engrossed in the book. It’s just quick enough that they can get that out and then we are back into the book again.”

“Sometimes I just stop and say; talk with your partner and turn and talk. They can talk about whatever they have on their minds.”