Six Strategies for Planning Small Group Instruction Using Core and Supplemental Materials

Grouping students into small groups is not just an effective strategy for Tier 2 and Tier 3 instruction. It is a powerful strategy for meeting the diverse learning needs within a single classroom during Tier 1 instruction, too. Yet planning effective small-group lessons, especially when balancing core and supplemental materials, can feel overwhelming. Many educators wonder: Which students should I group together? How do I connect small-group work to the core lesson? Which supplemental resources will actually strengthen learning rather than distract from it?

This blog offers six practical, research-supported strategies to help you plan small-group instruction with clarity and confidence. Whether you are teaching reading, math, science, or social studies, these approaches will help you make intentional decisions about grouping, materials, and instructional routines so that every student gets meaningful access to grade-level learning. 

1. Start with data‑informed grouping tied to core materials.

Begin by using formative data from your core curriculum to identify learning needs. The goal is not simply to separate “struggling” students; instead, use assessment results to group learners around specific content or skill needs that the core material addresses. Essentially, use small-group instruction to support growth for ALL students.

“Small group instruction is most effective when there is sufficient time and attention for each student:

Group size: 2-6 students

Duration: 20-40 minutes per group, within a 40-6- minute intervention block

Frequency: 3-5 times per week per group.” (Education Resource Strategies)

💡Tip: This means your grouping plan should be aligned to what all students are doing in the core lesson and then supplemented or scaffolded to meet the learning needs of students.

2. Align supplemental materials as scaffolds or extensions to the core.

Use your supplemental resources to support or extend the instruction the core curriculum provides, not to replace it. For example, you might use a core reading unit about informational text structures, then pull a supplemental text or graphic organizer for a small group that needs extra practice. 

💡Tip: Your plan should show which part of the core lesson is being reinforced or extended and how the supplemental piece connects clearly. 

Learning List’s Alignment Reports and Editorial Reviews can help with this. The Alignment Reports identify precisely which portions of the instructional material are aligned to the specific standards you are targeting. 

The Editorial Reviews identify the supplemental resources included within each core material and explain how those might support struggling learners.

3. Plan the session with explicit, research‑based instruction patterns.

For each small‑group session, plan an “I do / We do / You do” sequence or similar scaffolded approach tied to the core curriculum. 

Core Learning notes that “small-group instruction allows teachers to work more closely with each student … personalize instruction … check for understanding, reinforce skills presented in whole group instruction, and/or change the pacing of a lesson.” (Core Learning)

💡Tip: In your planning document, map out how you will explicitly model the skill, guide students together, and then allow independent practice, all while tying back to the core lesson.

4. Create student‑work tasks and independent practice that mirror the core lesson. 

Your small‑group practice should not feel disconnected from the whole‑class work. Use tasks that mirror the core lesson’s expectations but are flexibly adjusted for the group’s needs for scaffolding or extension. 

When using small‑group instruction to support core reading instruction, research recommends that teachers “examine student work tied to specific resources and units.” (Scholastic)

💡Tip: In your planning, include the specific task your students will complete in the group, how it connects to the core lesson, and how you’ll monitor their responses.

5. Use flexible regrouping and dynamic scheduling tied to core pacing.

Small‑group instruction is not static. Groups should shift as students master or need support in the core curriculum. The earlier guidance notes that small‑group instruction should support access to grade‑level core instruction and often serve all students, not just those behind. (Education Resource Strategies)

💡Tip: Your planning template should include a schedule (e.g., weekly “mini‑group” checks), criteria for moving students in or out of the group, and clear connection to the core pacing calendar.

6. Reflect and adjust based on data and material effectiveness.

After the small‑group session, collect data about student responses and about how well the supplemental material supported the core lesson. Use quick exit tickets, teacher notes, or student reflections to track effectiveness. 

Small‑group instruction … provides more opportunities for each student to respond and be heard by the teacher. Increased practice, active participation and engagement, and immediate feedback are components of effective instruction. (Reading Rockets)

💡Tip: Include in your planning cycle a reflection column: What worked? What didn’t? How will the next session adjust the supplemental resource or grouping?

Conclusion

Effective small-group instruction using core and supplemental materials requires intentional planning. When you group students based on data, pair materials that appropriately scaffold or extend core instruction, and design explicit, research-based lesson structures, you create meaningful learning opportunities for every student. Aligning group tasks with the core lesson, regrouping flexibly, and reflecting on what worked and what did not helps ensure continuous improvement. Planning with alignment, clarity, and responsiveness will help you maximize the impact of each small-group session.