Level C

At this level learners participate in share activities on a regular basis, which means these are ongoing groups that learners may enter and leave as they see fit; the organization of the group is very loose and doesn't require stable attendance. Level C groups can still accommodate a variety of skills levels.

7. Status of the Class: Using the class as a large group, an opening routine could be to get a brief verbal commitment by each class member regarding what he or she is going to be working on that day. This might lead to more focused work, to people wanting to work together on an activity, and to the teacher better keeping up with who is doing what.
8. Daily News Update: Small groups can meet at the opening or closing of class to discuss interesting topics in the news. Having current newspapers handy is helpful and if stu­ dents list this activity as a goal for the day other students can read the article during class and join in on the discussion at the end of class.
9. Math Concepts Checkup: Adult learners working on the same math skills can meet once or twice a week to discuss which skills they have mastered and which ones are giving them trouble. Learners can then share expertise, explain particular problems to each other, etc.
10. Writing Workshop: Adult learners working on writing projects can meet weekly or more to get feedback. Group members may read each other's writing and respond orally or in writing to content issues, structure issues or grammatical issues. Each adult learner would be responsible for bringing his or her own writing to the group.

Level D

In this level group members need to be at approximately the same skill level and working on the same material. The teacher plans and implements the lessons. These groups meet more than once and attendance is necessary; however, long-term attendance is not required.

11. Story Impressions: The teacher gives the group a set of key phrases from a story or article and has the group write its own story or article using the given phrases in the given order. Then they read the authored version and discuss how their version is the same and different. The same general format can also be used as an after-reading summarization activity.
12. DR-TA: The three questions that form the basis of the Directed Reading-Thinking Activity are: 1) What do you think is going to happen next?, 2) Why do you think so?, and 3) Were you right? The teacher selects several stopping points during the story and at each point asks the readers to predict what will happen next and provide support from the text or their general knowledge about the situation as proof of their prediction being a logical one. Then learners read to find out if they predicted what actually happened.
13. ReQuest: In ReQuest, the readers determine how far in an article they can read before they need to stop and discuss. The discussion begins with the learners asking questions of the teacher. When the learners can think of no more questions to ask, the teacher asks questions of them. The teacher decides when the important ideas have been discussed and then directs the learners to read again.
14. Structured Writing: Bio-Poem allows students who have read the same text to work collaboratively on writing something about that text. The Bio-Poem is a poem about an historical figure or a fictional character. Line 1 is the person's first name, line 2 contains four adjectives describing the person, the second to last line notes a location and the last line contains the person's last name. Lines in the middle begin with such stems as "Who likes…," "Who wants…," "Who works for…," "Who dreams about…," etc.