LEADER 03628oam 2200481 450 001 9910794291903321 005 20210708111626.0 010 $a1-5443-2427-8 010 $a1-5443-2426-X 035 $a(OCoLC)1259289503 035 $a(MiFhGG)GVRL65RT 035 $a(EXLCZ)994100000011347884 100 $a20180413h20192019 uy 0 101 0 $aeng 135 $aurun|---uuuua 181 $ctxt$2rdacontent 182 $cc$2rdamedia 183 $acr$2rdacarrier 200 10$aWhat are you grouping for?, Grades 3-8 $ehow to guide small groups based on readers--not the book /$fJulie Wright, Barry Hoonan ; foreword by Mary Howard 210 1$aThousand Oaks, California :$cCL, Corwin Literacy,$d[2019] 210 4$dİ2019 215 $a1 online resource (xxxvii, 311 pages) $cillustrations (some color) 225 0 $aGale eBooks 311 $a1-5443-2412-X 320 $aIncludes bibliographical references and index. 327 $ach. 1. A new way of thinking about small group learning experiences : because being up close to students is what drives discovery -- ch. 2. The launch : because who doesn't need beginning-of-the-year strategies -- ch. 3. Scheduling : because schedules are key for the launch and beyond -- ch. 4. Kidwatching 2.0 : because it's all about orient, notice, take stock, and inquire -- ch. 5. Pivoting into flexible groups : because it's the teacher moves that keep readers moving forward -- ch. 6. Assessing student work : because looking at our reader's work lifts their strategies, skills, and thinking -- ch. 7. Curating : because selecting the right texts inspires readers to be connoisseurs -- ch. 8. Unit planning : because small groups are best anchored in a harbor of big ideas -- ch. 9. Weekly and daily planning : because weekly and daily plans chart the course for small group experiences. 330 $a"In many thousands of classrooms in every pocket of the country, teachers in grades 3 and up are mandated to "do" guided reading based on the Fountas & Pinnell model because it's a resource the school has purchased or an approach for which they've been trained. Overtime, guided reading becomes synonymous with small group reading in educators' minds, and as a result, readers of all ability levels never experience the more interesting mix of dynamic small groups. In Small Group Reading Success, two educators use what they have seen go awry in intermediate and middle school classrooms to fashion a solution for teachers. In each chapter, they provide the practical tools, classroom examples, and steps involved in a teacher getting good at that particular strand of managing small groups. The authors are super strong on breaking down the process into bite-size chunks, so that even a brand new teacher feels emboldened to try. Barry is a full time teacher and Julie is an active consultant in schools every day, so they bring a currency to their work that will make the book mirror the groundswell of interest in the market in finding ways to make sure the readers are doing the reading, thinking, doing--not the teacher" --$cProvided by publisher. 606 $aGroup reading 606 $aReading (Elementary) 606 $aReading (Middle school) 615 0$aGroup reading. 615 0$aReading (Elementary) 615 0$aReading (Middle school) 676 $a372.41/62 700 $aWright$b Julie$01497839 702 $aHoonan$b Barry 702 $aHoward$b Mary 801 0$bMiFhGG 801 1$bMiFhGG 906 $aBOOK 912 $a9910794291903321 996 $aWhat are you grouping for?, Grades 3-8$93723110 997 $aUNINA