Personal interactions are the single most effective way for teachers to understand and evaluate their student as learners. Responding specifically to new Common Core State Standards in reading and writing, this book introduces pre- and inservice teachers to a method of one-on-one interaction the authors refer to as the “stretch conference.” This book provides detailed practical advice on the logistics of implementing these conferences during the busy school day, including tips on how and when to schedule conferences and how to successfully manage the classroom during conference time. The authors argue that, rather than using valuable conference time for word-level concerns and editing, teachers should focus on more ambitious goals that will deepen (or “stretch”) students’ skills in comprehension and writing. This resource suggests where conferences fit in with other important pieces of literacy instruction; introduces a variety of high-quality cues to use during conferences; and shows how conferences can function as formative assessment for reading and writing skills. Book Features: <ul>
<li> Written by two veteran teacher educators who conduct frequent workshops and professional development with teachers.</li> <li> Helps teachers adjust their instruction for the demands of Common Core Standards, specifically Reading Anchor Standards 1 and 10, and Writing Standards 1–5 and 10.</li> <li> Shows teachers how to schedule individual conferences within typical classroom time constraints.</li> <li> Includes many detailed examples of effective conferences taken from real classrooms.</li>
</ul>

The One-on-One Reading and Writing Conference: Working with Students on Complex Texts (Language and Literacy)

Reference

Berne, Jennifer

Degener, Sophie C.

Writing, Research & Publishing Guides

Teachers' College Press

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. The authors 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. This text explains how to: <ul>
<li>Balance brief strategic reading lessons with whole-class work</li> <li>Structure and guide reading groups consistently</li> <li>Assess students before and during reading groups</li> <li>Cue students and gauge understanding as they read</li> </ul>

Strategic Reading Groups: Guiding Readers in the Middle Grades

Teen & Young Adult

Berne, Jennifer I.

Education & Reference

Corwin

Responsive Guided Reading in Grades K-5: Simplifying Small-Group Instruction (Solving Problems in the Teaching of Literacy)

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.

Words, Language & Grammar

The Guilford Press

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.

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Books by Degener, Sophie C.