Teaching Reading in Small Groups: Differentiated Instruction by Jennifer Serravallo

By Jennifer Serravallo

For lecturers who occasionally think as though data-based guide, differentiated groupings, and formative exams by some means contain going over to The darkish part, this publication is a robust antidote. it is going to assist you recognize so you might carry tight for your private ideals approximately childrens and literature, study rooms groups, and sturdy teaching.Teaching examining in Small teams, Jennifer Serravallo extends the robust instructing that made Conferring with Readers successful and is helping you meet tutorial demanding situations successfully and successfully. Jen indicates how small teams assist you discover hidden time on your educating for assembly person scholars' wishes. you will paintings extra heavily with extra young ones every day along with her how-tos on: utilizing formative overview to create teams of readers with universal wishes differentiating for people, even if they're in a gaggle bettering your Tier 1 and Tier 2 guide. you will see how Jen captures the power of person convention whereas operating with a number of students-even in the event that they usually are not examining a similar ebook. For comprehension, fluency, engagement,

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Extra info for Teaching Reading in Small Groups: Differentiated Instruction for Building Strategic, Independent Readers

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These measures may include descriptions of the kinds of books a child likes to read or may analyze the reading skills a child uses when talking about a book in a book club. It is important to have a repertoire of ways to assess reading. Standardized tests are not enough. A running record is not enough. A questionnaire about reading inter­ ests is not enough. It is through multiple assessment measures—formal and informal; quantitative and qualitative; diagnostic, formative, and summative—that we can begin to understand the complexity of a reader’s process and offer appropriate instruction to meet the reader’s needs.

Standardized assessments have been tested on students and report the data as statistics, percentiles, or stanines. Examples of formal assessments are the Directed Reading Assessment (DRA), state standardized tests, or IQ tests. Informal assessments are not data driven, but instead are content and perform­ ance driven. Examples of informal assessment are checklists, rubrics, and listening to a conversation about books to determine comprehension skills being used. Most of the small groups I form are based on informal assessments, but this is mostly because by the time I receive results from most formal assessments, the data are old.

The information gleaned here will also need to be understood in the context of how a student comprehends a text, whether the student has any difficulties with print work, and how fluently the child reads, in particular. These other dimensions of a reader are mentioned in subsequent sections. Chapter 2: Forming Groups: Making the Invisible Visible Through Assessment Reading Interest Inventories Reading interest inventories are questionnaires. In my classroom, I always began the school year with reading inventories, and repeated them a few times across the year.

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