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What Are You Grouping For?, Grades 3-8
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What Are You Grouping For?, Grades 3-8
How to Guide Small Groups Based on Readers - Not the Book

Foreword by Mary Howard



August 2018 | 368 pages | Corwin

Bring out daring readers with dynamic small groups!

Like many educators in intermediate classrooms across the country, you may be using guided reading principles to teach reading. Whether you’re following Fountas and Pinnell’s principles or sticking with your school’s established routines, chances are that guided reading has become synonymous with small group reading for you and your students. But . . . are your students getting the most out of small groups? Are readers of all ability levels experiencing the dynamic learning that can occur in small groups? Do you feel confident that the way you’re grouping kids is based on their wants and needs?

Intermediate grade readers don’t need to be guided as much as they need to be engaged—and authors Julie Wright and Barry Hoonan have solutions for doing just that using small groups. What Are You Grouping For? offers the practical tools, classroom examples, and actionable steps essential for starting, sustaining, and mastering the management of small groups. This book explains the five teacher moves that work together to support students’ reading independence through small group learning—kidwatching, pivoting, assessing, curating, and planning—and provides examples to guide you and your students toward success. 

From must-have beginning-of-the-year strategies to step-by-step advice for implementation, this guide breaks down the processes that support small groups and help create effective instructional reading programs. Based on more than 45 years of combined experience in the classroom, this resource will empower you with tools to ensure that your readers are doing the reading, thinking, and doing—not you

 
Foreword Mary Howard
 
Acknowledgments
 
Preface
 
CHAPTER 1 A New Way of Thinking About Small Group Learning Experiences (because being up close to students is what drives discovery)
 
Two Essential Questions This Chapter Helps You Answer
 
Beliefs
 
The Five Teacher Moves
Kidwatching 2.0  
Pivoting Into Flexible Groups  
Assessing Student Work  
Curating  
Planning  
 
Combating the Challenges So You Can Do the 5 Moves
 
One Last Thing
 
CHAPTER 2 The Launch (because who doesn’t need beginning-of-the-year strategies)
 
Two Essential Questions This Chapter Helps You Answer
 
Beliefs
 
Ideas for the First Days of School
 
Listening In & Joining In
 
A Few Weeks Into the School Year
 
One Last Thing
 
CHAPTER 3 Scheduling (because schedules are key for the launch and beyond)
 
Reading Workshop: Daily Plans for Groups
 
Getting Started, Quick Groups
 
Groups That Might Meet Across the Year
 
Small Group Foundational Q & A
 
One Last Thing
 
CHAPTER 4 Kidwatching 2.0 (because it’s all about orient, notice, take stock, inquire)
 
Two Essential Questions This Chapter Helps You Answer
 
Beliefs
 
Our Kidwatching 2.0 Protocol
Orient  
Notice  
Take Stock  
Inquire  
 
Tips for Getting Started
 
Using Your Notes to Form Groups
 
4-Step Process for Going from Kidwatching to Small Group
 
Example of Small Group Work Based on Kidwatching Data
 
One Last Thing
 
CHAPTER 5 Pivoting Into Flexible Groups (because it’s the teacher moves that keeps readers moving forward)
 
Two Essential Questions This Chapter Helps You Answer
 
Beliefs
 
The List of Reasons for Pivoting
 
The Teacher’s Role
 
Types of Groups to Pivot Into and Out Of
 
Timing is Everything: More About the Duration of Groups
 
Language for Joining In
 
Troubleshooting
 
One Last Thing
 
CHAPTER 6 Assessing Student Work (because looking at our readers’ work lifts their strategies, skills, and thinking)
 
Two Essential Questions This Chapter Helps You Answer
 
Beliefs
 
Assessing with Learner-Centered Benchmarks
 
What to Look At
 
How to Sort Student Work
 
Planning a Focus for Instruction & Putting It Into Action
 
More Examples of How to Use Work to Inform Grouping Decisions
 
One Last thing
 
CHAPTER 7 Curating (because selecting the right texts inspire readers to be connoisseurs)
 
Two Essential Questions This Chapter Helps You Answer
 
Beliefs
 
Teachers and Students as Curators
 
Teachers as Curators
 
Steps for Curating
1. Kidwatch  
2. Curate and select  
3. Decide  
4. Spark  
5. Read and construct meaning  
6. Reflect  
 
Zooming in on Step 2: Curate and Select
 
Zooming in on Step 3: Decision-Making
 
Steps 4-6: Spark, Constructing Meaning, and Reflection
 
Students as Curators
 
Exemplars of Students as Curators
 
One Last Thing
 
CHAPTER 8 Unit Planning (because small groups are best anchored in a harbor of big ideas)
 
Beliefs
 
Planning: The Reality Show
 
8 Surefire Steps
1. Develop a year-long plan  
2. Develop a unit overview  
3. Define what & why  
4. Use the standards  
5. Outline essential questions  
6. Write learning targets  
7. Curate resources  
8. Determine student work products  
 
One Last Thing
 
CHAPTER 9 Weekly & Daily Planning (because weekly & daily plans chart the course for small group experiences)
 
Creating a Calendar for Weekly and Daily Lesson Planning
 
Zooming in on Step 5: Making Plans for Small group Learning Opportunities
 
Some Popular, Proven Models to Guide You
 
Barry’s Planning Process for Hosting Two Groups
 
Julie’s One-Week Plan of Lessons for Launching a Unit
 
Student-Driven Planning
 
Putting It Into Practice: Examples from Our Classrooms
 
One Last Thing
 
CONCLUSION
 
Appendix: Ready-to-Copy Teacher & Student Reflection/Planning Pages

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ISBN: 9781544324128
$32.95

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