There is a long tradition of reflective practice among educators. In fact, administrators at the building level and superintendents at the district level often require end-of-year reflection and goalsetting in many schools. Indeed, much has been written about this kind of reflection for the individual teacher and through mentoring practices.

The Simple View of Reading (SVR) has recently been described as a dated, incomplete, and inadequate account of reading. But there is much that argues against this assessment. 

The National Reading Panel (2000) made it clear: Systematic, explicit phonics instruction significantly improves reading outcomes, and small-group delivery can be one of the most effective ways to make that happen. Small groups allow you to target the precise skills students need, respond in real time to their progress, and accelerate growth.

But in real classrooms, small-group phonics can also be the most challenging part of the literacy block.

Multiple groups. Multiple skill levels. Limited minutes.