EBOOK
Redesigning Small-Group Reading Instruction
Structured Literacy Practices For Differentiation, Acceleration, And Intervention (actionable Strate
Julie A. Taylor(0)
About
Discover the value of small-group reading instruction that accommodates students' individual literacy needs. Author Julie A. Taylor provides lesson plan templates to incorporate small groups into any learning structure. Teachers will design laser-targeted skills and strategy lessons to create more productive, positive, and equitable classrooms by ensuring all students are encouraged and able to achieve the integral milestones of reading development.
K–8 teachers, literacy coaches, and administrators can use this book to:
• Lead focused small-group reading lessons with confidence and competency
• Implement theoretical reading research into actionable teaching and instructional strategies
• Promote equitable learning opportunities to effectively address students' individual needs
• Encourage student participation, learning, and improvement with constructive, continuous, and corrective feedback
• Develop well-structured reading skills and strategy lessons to facilitate progressive reading development
Contents:
Introduction
Chapter 1: Reading Essentials
Chapter 2: Preparing to Be a Reader-The Pre-Alphabetic Phase
Chapter 3: Beginning to Read-The Partial Alphabetic Phase
Chapter 4: Well on Their Way-The Full Alphabetic Phase
Chapter 5: Turning the Corner-The Consolidated Alphabetic Phase
Chapter 6: Reaching the Pinnacle-The Automatic Reading Phase
Epilogue
Glossary
Appendix A: Teacher Resources for the Pre-Alphabetic Phase
Appendix B: Teacher Resources for the Partial Alphabetic Phase
Appendix C: Teacher Resources for the Full Alphabetic Phase
Appendix D: Teacher Resources for the Consolidated Alphabetic Phase
Appendix E: Teacher Resources for the Automatic Phase
References and Resources
Index
K–8 teachers, literacy coaches, and administrators can use this book to:
• Lead focused small-group reading lessons with confidence and competency
• Implement theoretical reading research into actionable teaching and instructional strategies
• Promote equitable learning opportunities to effectively address students' individual needs
• Encourage student participation, learning, and improvement with constructive, continuous, and corrective feedback
• Develop well-structured reading skills and strategy lessons to facilitate progressive reading development
Contents:
Introduction
Chapter 1: Reading Essentials
Chapter 2: Preparing to Be a Reader-The Pre-Alphabetic Phase
Chapter 3: Beginning to Read-The Partial Alphabetic Phase
Chapter 4: Well on Their Way-The Full Alphabetic Phase
Chapter 5: Turning the Corner-The Consolidated Alphabetic Phase
Chapter 6: Reaching the Pinnacle-The Automatic Reading Phase
Epilogue
Glossary
Appendix A: Teacher Resources for the Pre-Alphabetic Phase
Appendix B: Teacher Resources for the Partial Alphabetic Phase
Appendix C: Teacher Resources for the Full Alphabetic Phase
Appendix D: Teacher Resources for the Consolidated Alphabetic Phase
Appendix E: Teacher Resources for the Automatic Phase
References and Resources
Index