Small Groups for Big Readers: Ten Questions Answered about Core Reading Instruction in the K-5 Classroom (Implement Small-Group Reading Instruction.) Literacy ed. [Minkštas viršelis]

"Successful reading learning depends on supportive reading instruction and motivation to continue reading. Students grow more confident in their reading as they grow more competent, qualities that may be difficult to cultivate and achieve if the classroom does not address every student's individual learning needs. In Small Groups for Big Readers: Ten Questions Answered About Core Reading Instruction in the K-5 Classroom, Taylar B. Wenzel, Analexis Kennedy, Dena Slanda, and Melissa R. Carli draw upon their educational experience to promote small group reading instruction as a way for teachers to help all students achieve their learning objectives as developing readers. In addition to the Small Group Reading Implementation Quick-Guide, a tool to structure planning for small group instruction sessions, the authors provide videos demonstrating recommended activities in action; accompanying questions for continued reflection on the exercises; and simple organized steps to guide the trial, assessment, and improvement of these activities. Through small group instruction, a teacher may better identify individual student learning interests, needs, and goals. They can introduce texts that meet those needs and engage student interests. Furthermore, teachers who engage their students through small group instruction can offer focused, personalized instruction to individuals when needed that will further empower young readers in their own continued learning"--

In Small Groups for Big Readers, the authors advocate for small-group reading instruction as an effective way for teachers to help all students grow as skilled, developing readers. Through small-group instruction, K–5 teachers can differentiate instruction by using evidence-based routines, adopting an asset-based lens, and selecting texts tailored to students’ unique interests, needs, and goals, creating deeper engagement in reading.

K–5 teachers can use this book to:

• Understand and apply evidence-based routines that promote equitable, accessible literacy instruction
• Enhance students’ reading and knowledge building through carefully planned interactions and opportunities with text
• Empower students by establishing clear goals and guidelines for small-group lessons
• Plan for extended learning opportunities that provide sufficient, deliberate practice for literacy development
• Extend professional expertise by selecting and adapting strategies to differentiate literacy instruction, using a flexible, choose-your-own-adventure format to customize learning based on individual goals and needs

Contents:
Introduction
Chapter 1: What Do I Know About My Students as Readers?
Chapter 2: How Does Differentiating Small-Group Instruction Promote Access and Equity?
Chapter 3: How Do I Connect to Whole-Group Instruction?
Chapter 4: How Do I Plan for Small-Group Instruction?
Chapter 5: How Do I Select and Evaluate Text?
Chapter 6: How Do I Engage My Readers During Small-Group Instruction?
Chapter 7: How Do I Monitor and Respond to My Students as Readers?
Chapter 8: How Does Writing Connect to My Small-Group Instruction?
Chapter 9: How Do I Build My Students’ Disciplinary Knowledge?
Chapter 10: What Are the Rest of the Students Doing While I’m Teaching a Small Group?
Epilogue
Appendix: Leading the Learning Action Guide
References
Index