Differentiated reading instruction: An effective model for the middle grades
Strategic grouping can transform reading instruction in the middle grades from a hit-or-miss learning experience to a targeted, responsive one. This book features a practical and field-tested model for small-group differentiated reading instruction in Grades 4–8. Jennifer Berne and Sophie C. Degener offer a clear, detailed discussion of how to position this instruction inside middle school language arts or reading classrooms and simple, effective strategies for classroom management, groupings, and assessment. The authors explain how to
- Balance brief strategic reading lessons with whole-class work
- Structure and guide reading groups consistently
- Assess students before and during reading groups
- Cue students and gauge understanding as they read
Differentiating instruction is not the flavor of the month in education; rather, it is the essential orientation for maximizing student success. Strategic Reading Groups gives teachers the tools they need to differentiate reading instruction in the critical middle years, as students begin to read more complex, content-filled narrative and informative texts.
Mục lục
List of Online Resources
Foreword by Donna Ogle
Acknowledgments
About the Authors
1. Introduction
2. Fitting Strategic Reading Groups Into the Middle School Literacy Block
3. A Detailed Look at Strategic Reading Groups
4. Listening to Fluent Readers
5. Teacher Cueing During Informational Text Reading
6. Teacher Cueing During Narrative Text Reading
7. Materials for Strategic Reading Groups
8. Assessment Prior to and During Strategic Reading Groups
9. Managing the Rest of the Class During Strategic Reading Groups
Afterword
References
Index
Giới thiệu về tác giả
Sophie Degener, Ed D is an assistant professor in the reading and language department at National Louis University, where she teaches literacy methods to pre-service teachers as well as courses in beginning reading and reading research. She works with many school districts around the Chicago area on the topics of balanced literacy and differentiated instruction.
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