#116: Teaching Small Groups? Avoid These 3 Common Mistakes with Julia B. Lindsey
Small Groups Are Supposed to Help—So Why Do They Feel So Messy?
You plan your groups, pull your readers, and do your best to juggle materials, time, and behavior…
But somehow, it still feels like you’re winging it.
If you’ve ever wondered whether your small group time is actually moving the needle, you’re not alone.
In this episode, Dr. Julia B. Lindsey shares three common mistakes teachers make when trying to teach small group reading and what to do instead.
Her routines are backed by research, rooted in the science of reading, and best of all—they’re simple enough to implement right away.
Mistake #1: Using Reading Levels to Group Students
For years, grouping by level—like “Level 3” or “Level F”—was standard practice. But here’s the problem:
“Reading levels don’t tell you what students can or can’t do. They don’t guide instruction.” — Dr. Julia B. Lindsey
Instead of grouping by level, Julia recommends grouping by shared skill need.
Try This:
- Use assessment data to find what each student needs most: learning digraphs, reading with expression, blending sounds, etc.
- Build small groups around one focus skill—not just similar reading levels.
Bonus Tip: These flexible groups should change as students master skills—not stay static all year.
Mistake #2: Trying to Teach Everything at Once
One of the biggest struggles with small groups? Feeling like you have to squeeze it all in.
Sound familiar?
- “They need phonics… but also fluency… and what about comprehension?”
- “I only have 12 minutes—what do I focus on?”
Julia says the key is clarity, not coverage.
“You don’t need to do five things in every small group. You need to do one or two things well.”
Try This:
Structure your groups with a clear goal:
- Decoding Focus: Introduce a pattern → word work → apply to connected text
- Fluency Focus: Model → choral read → repeated practice
- Comprehension Focus: Read aloud → scaffolded discussion → oral sentence response
Stick to your goal. Trust the routine.
Mistake #3: Skipping Practice with Connected Text
Ever spend the whole group on isolated word work and then run out of time before students actually read?
Here’s the problem with that:
“Kids need to apply what they’re learning to real reading—even short, decodable text makes a difference.”
Without connected text, students don’t get the transfer they need.
And no, this doesn’t mean pulling a leveled reader that loosely matches your skill.
Try This:
- Use decodable texts that include the target pattern or skill
- Let kids reread the same short passage 2–3 times for fluency
- Prompt with: “Can you find a word with our pattern?” or “Read that with expression.”
Even 2–3 minutes of connected text reading makes your instruction stick.
In This Episode, You’ll Discover:
- The #1 shift to make if you’re still grouping by level
- Why doing less in small groups can actually get better results
- How to structure your time around one clear skill focus
- What to look for in a strong decodable or connected text
- Why the Science of Reading demands more than just new materials—it needs new routines
Bringing It All Together
You don’t need a total overhaul to make small groups work—you just need a smarter structure.
✅ Group by need, not level
✅ Focus on one skill at a time
✅ Always include connected text
The more intentional your small group time becomes, the more confident your students will feel—and the faster they’ll grow.
Want to Teach Small Groups with Confidence?
Inside The Science of Reading Formula, you’ll get ready-to-use small group routines, planning templates, and a step-by-step roadmap for effective, evidence-based reading instruction.
If you’re ready to stop guessing and start leading small groups that work…
👉 Join The Science of Reading Formula
LINKS
Julia B. Lindsey’s Website / Instagram / LinkedIn / Books (Amazon affiliate link)
Become a Science of Reading Formula member!
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