Making the Most of Small Groups: Differentiation for All

by Debbie Diller

In her previous books, Literacy Work Stations and Practice with Purpose, Debbie Diller showed teachers how to productively occupy the “rest of the class” while meeting with small groups. Now Debbie turns her attention to the groups themselves and the teacher's role in small-group instruction. Making the Most of Small Groups grapples with difficult questions regarding small-group instruction in elementary classrooms such as:


How do I find the time?
How can I be more organized?
How do I form groups?
How can I differentiate to meet the needs of all of my students?
Structured around the five essential reading elements—comprehension, fluency, phonemic awareness, phonics, and vocabulary—the book provides practical tips, sample lessons, lesson plans and templates, suggestions for related literacy work stations, and connections to whole-group instruction. In addition to ideas to use immediately in the classroom, Debbie provides an overview of relevant research and reflection questions for professional conversations.

Genres: Education, Teaching, Professional Development, Teachers, School

232 pages, Paperback

First published January 1, 2007

Reviews

[Jennifer]

This book provides teachers with a lot of examples and resources they can use immediately in their classrooms. Although, sometimes it seems like she writes about dream schools (resources and specialist galore) I think any teacher in the K-3 classroom could find something in this book to enhance their teaching. Her appendix alone leaves you with some immediate resources. I also like her suggestions throughout the text of other books to read and everyday materials that can be transformed into a teaching tool. I also like her style of writing. It isn't heavy with educational buzz words and deep vocabulary. It is dense with information but in such a way that it is a manageable read.

[Carrie]

Making the Most of Small Groups by Debbie Diller is one of those professional books that feels foundational, even years after its publication. Originally written in 2007, it reflects a time when differentiation and small-group instruction were being more intentionally named and structured in classrooms, and that context shows.

The strength of this book is its clarity. Diller breaks down the why and how of small-group instruction in a way that is practical, accessible, and rooted in real classroom experience. The examples are concrete, the structures are clear, and the emphasis on intentional grouping and purposeful instruction still holds up. For teachers newer to small groups, this book offers a solid framework that demystifies the process.

That said, the book is not without its flaws. There are moments where the instructional content is inaccurate. One notable example is a decoding lesson on multisyllabic words in which “permit” is divided into per/mit and the first syllable is described as closed, when it is actually an r-controlled vowel syllable. For experienced teachers or those with a strong background in structured literacy, errors like this stand out and require a critical eye.

One of the most enduring strengths of the book, however, is its practicality. Diller provides lesson plan templates for all five components of reading instruction (comprehension, fluency, phonemic awareness, phonics, and vocabulary) with distinct templates for each. These tools are thoughtful, adaptable, and still genuinely useful. Even nearly two decades later, they hold up as planning supports and are resources I will continue to use.

Some aspects of the book do feel dated, particularly in terms of classroom realities and instructional pacing. Veteran teachers may find that much of the content reinforces existing practices rather than offering new insights. Still, as a refresher or grounding text, it serves an important purpose.

Overall, this is a solid professional read that rewards intentional, reflective use. It is not perfect, and it should be read critically, but it offers practical structures that continue to support effective small-group instruction.

⭐️⭐️⭐️⭐️ (with the understanding that it reflects its time)

[Amanda Deardorff]

This book is great for those who struggle to make the most of small groups. I used this book several times over the years. It has helped me guide how I want small group work to go with my students. Debbie lays out a framework that is logical and gives many tangible examples to guide her thinking. It has been very helpful in guiding me on how to build and run small groups.

[Laura]

How do I find the time? How can I be more organized? How do I form groups? How can I differentiate to meet the needs of all of my students? These are the questions Debbie Diller addresses from the perspectives of small group instruction and the five fingers of literacy. Very practical with sample lessons, schedules, etc.

[Claudine DiMuzio / Just Jane 1813]

Great organization of small group literacy work focused on the five pillars; fluency, comprehension, phonics, phonemic awareness and vocabulary. Each chapter shows how to support K-3(4) students in small groups. Very important book for small group work!

[Crystal]

This book was good, even though "Literacy Centers" was better. This was very specific in what to teach in small groups which is a good thing to know. Debbie Diller is an excellent author for teacher books!

[Christi]

Working on this one. GREAT for educators!

[Marianne]

I've been reading this book for over a year. I love it but ran out of time. I have to get started again.

[Siobhan]

This is re-envigorating how I'm teaching guided reading...
very helpful

[Bug]

Highly recommended to me by very experienced teachers--So I feel confident recommending it without reading. Have not yet had time to read.

[Mo]

Good, solid ideas for small-group instruction, but much of this is repetitive from her other books. The lesson plan templates look like they may be user friendly.

[Rebecca]

This is a wonderful resource for the elementary teacher. I don't know how I ever taught without it!

[John Blake]

Definitely a good read. I love Diller's work.

[Laney]

Nice practical ideas for differentiation in the classroom - tiering lessons, using Bloom's to level questions, and building choice boards.

[Christy Crane]

Amazing ideas for Small Groups. Genius!

[Lorelle]

REally best for kindergarten, first, andsecond grade teachers. But I am taking many ideas to heart formy third grade classroom.

[Kathy]

Excellent book for guided reading, I love all of her books, and have learned so much from her.

[Natasha Keller]

Great book for creating and guiding small reading groups. Filled with great resources.