Guided reading is a staple of elementary literacy instruction, yet planning and conducting reading groups can be time consuming and challenging. This hands-on book presents an innovative approach to guided reading that is manageable even for teachers who are new to small-group, differentiated reading instruction. Numerous classroom examples illustrate how to organize groups and select suitably challenging materials, structure group sessions, provide scaffolding and cues while listening to students read, and balance small-group with whole-class instruction. Special features include scheduling aids and lists of common cues for beginning and older readers, as well as suggestions for further reading at the end of each chapter.
สารบัญ
I. What Is Responsive Guided Reading?1. Introduction 2. The Role of Responsive Guided Reading in the Balanced Literacy Block3. A Detailed Look at Responsive Guided Reading II. Teacher Cueing in Responsive Guided Reading Groups4. Prompting Beginning Readers during Responsive Guided Reading 5. Prompting Fluent Readers during Responsive Guided Reading III. Getting Started with Responsive Guided Reading: Practical Considerations6. The First Month of School: Establishing Routines 7. Meaningful Activities for the Rest of the Class 8. Assessing Students for Placement in Responsive Guided Reading Groups9. Moving Students in and out of Groups 10. Selecting Materials for Responsive Guided Reading Groups
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Jennifer Berne, Ph D, is Associate Professor at National-Louis University, where she is also chair of the Department of Reading and Language Arts. She teaches courses in comprehension, the teaching of writing, and literacy methods. Dr. Berne’s publications include work on teacher professional development, the teaching of process writing, and comprehension strategy instruction. She spent 10 years in adult literacy, teaching underprepared college students the strategies needed for reading and writing in higher education. This classroom experience has anchored her interest in contemporary literacy practices and informs her work in pre- and inservice teacher learning. In addition to her work teaching, researching, and writing, Dr. Berne acts as a literacy consultant and professional developer in urban, rural, and suburban school districts working to refresh their literacy curriculum. Sophie C. Degener, Ed D, is Assistant Professor in the Department of Reading and Language Arts at National-Louis University, where she teaches classes in beginning reading, reading research, and literacy methods to undergraduates, master’s students, and doctoral students. Her research interests include family literacy and primary literacy instruction, and her numerous conference presentations and publications reflect those interests. Prior to her work as a professor, Dr. Degener taught in the primary grades. It is her work with struggling readers and their families that has motivated her interest in helping educators at every grade level to understand the unique needs of each and every student and to design differentiated instruction that best meets those needs.
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