How many? How often? How to assess? What's the teacher's role? We share flexible and creating strategies for leading groups, and teaching students how to partner and work well with classmates independently. Resources include everything from planning and assessment forms to scores of video examples of groups in action at many grade levels.
Gigi McAllister helps a group of fourth graders evaluate questions for fostering good group discussions.
Katherine Sokolowski meets briefly with a group of fifth-grade girls to go through the notes they are taking for their environmental studies project and talk through next steps.
Christy Rush-Levine has her middle school students complete a fun and sophisticated reading activity using Muse magazine to sort through what might be fact or fiction. In this second installment of the video series, students discuss the articles they have read.
Katherine Sokolowski meets with a group of fifth graders who are all researching the use of nets in fishing and the environmental effects of the process. She works to build connections among classmates as well as research skills.
In this podcast, Jennifer Serravallo shares her “then” and “now” reflections about how guiding groups has evolved in her classroom.
Gigi McAllister finds taking time to have students browse texts before forming book clubs makes all the difference in the quality of the discussions.
Tara Barnett and Kate Mills find the young learners in their classroom have mastered the art of turning and talking only with close friends. They provide practical suggestions for expanding the circle of peer response.
Jennifer Richard Jacobson chats with a group of fifth graders about how to generate ideas for writing independently each day.
Andrea Smith’s fourth graders are working on an Owl Research project that integrates reading, writing, talking, listening, and content literacy.
Katie DiCesare finds her guided reading practices are rusty, so she develops some new strategies to improve her work.
How can you support the “outliers” in classrooms — students with unique needs or profiles who don’t neatly fit into any instructional group? Shari Frost offers some strategies.
Heather Rader demonstrates the importance of a varied reading diet to a second-grade group, sharing her own stack of books.
Mary Lee Hahn considers how book clubs have changed over time in her fifth-grade classroom.
In this discussion with fifth graders about her book Paper Things, author Jennifer Richard Jacobson and the students share strategies and tools for visualizing scenes and characters when they are writing stories.
Andrea Smith helps a group of boys take notes during an owl research project.
Jan Burkins and Kim Yaris share three questions teachers should ask themselves when guided reading groups aren’t going well.
Cathy Mere provides grouping guidelines for primary teachers.
Stella Villalba leads a guided reading group of first-grade English language learners, beginning with building vocabulary.
Suzy Kaback ponders the precociousness of two kindergarten readers.
Clare Landrigan leads a "quick and frequent" small group that integrates phonemic awareness activities with assessment.
Franki Sibberson gives a group of boys a “lift a line” assignment to build their close reading skills.
Ruth Ayres has advice for effective peer feedback in writing workshops.
Sean Moore meets with a group of second graders to remind them how to use sticky notes strategically while they are reading.
Linda Karamatic observes a second-grade boys book club using tokens as a cue for turn taking, and then discusses her observations with the students.
Franki Sibberson shares a range of books that include compelling female characters with a group of fourth-grade girls.
Katie DiCesare meets with first graders Anna and Brendan to help them learn from each other and prepare to share their rereading strategies with the whole class.
Beth Lawson finds that a nonfiction research book club is just the grouping structure needed for a group of struggling readers in her fourth-grade classroom.
Franki Sibberson continues a discussion with a small group of students who often abandon books. This is the second installment in a two-part video series.
Franki Sibberson works with a small group of fourth graders who often abandon books.
Gretchen Taylor goes through the stages of "value-added grief" when her sixth-grade team receives disappointing test scores from the state. Teacher research helps her find joy again in her classroom, as well as some useful strategies for helping a group of struggling readers.
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