Teachers as Decision Makers

Responsive Guided Reading Instruction
1. Auflage 2022
ISBN: 978-1-62531-390-4
Verlag: Routledge

Buch, Englisch, 208 Seiten, Paperback, Format (B × H): 203 mm x 254 mm, Gewicht: 462 g

In Teachers as Decision Makers: Responsive Guided Reading Instruction, Robin Griffith draws on years of research and countless interactions with students and teachers to present a framework of instructional decision making centered on the readers we work with, the books we share with them, and the instructional objectives we guide them toward.In this fresh look at the instructional choices we make, Griffith offers an in-depth guide in which you’ll discover how to make effective, student-driven decisions, both while planning for and in the moments of teaching at the guided reading table, including:

The Teacher Decision Making Framework, grounded in the learner, the goal, and the text Direct applications across three guided reading text level bands: Emergent, Early, and Transitional Tables, charts, and reproducible materials for easy reference in assessing and monitoring key reading behaviors at each band 50 quick reference Decision Guides for practical planning and responding in three instructional areas: Word Solving, Fluency and Expression, and Comprehension

Whether you’re new to guided reading or looking to refine your practice, this practical resource will give you the tools you need to elevate your instruction and refine your ability to make effective decisions when teaching young readers.

Autoren/Hrsg.

Griffith, Robin

Fachgebiete

• Sozialwissenschaften Pädagogik Schulen, Schulleitung Grundschulen, Hauptschulen
• Sozialwissenschaften Pädagogik Lehrerausbildung, Unterricht & Didaktik Methoden des Lehrens und Lernens
• Sozialwissenschaften Pädagogik Teildisziplinen der Pädagogik Erwachsenenbildung, lebenslanges Lernen

Inhaltsverzeichnis

PART I: Teacher as Decision Maker Chapter 1: Teacher Knowledge Guides Decision Making Chapter 2: Teaching as Decision Making Chapter 3: The Learner, the Goal, and the Text: A Framework for Teaching Decisions PART II: Teaching Decisions for Emergent Readers (Levels A–C) Chapter 4: The Learner: Key Reading Behaviors for Emergent Readers Chapter 5: The Goal: Instructional Targets for Emergent Readers Chapter 6: The Text: Selecting and Introducing Books for Emergent Readers DECISION GUIDES for Emergent Readers Teaching Decisions Related to Word Solving; Teaching Decisions Related to Fluency and Expression; Teaching Decisions Related to Comprehension PART III: Teaching Decisions for Early Readers (Levels D–I) Chapter 7: The Learner: Key Reading Behaviors for Early Readers Chapter 8: The Goal: Instructional Targets for Early Readers Chapter 9: The Text: Selecting and Introducing Books for Early Readers DECISION GUIDES for Early Readers Teaching Decisions Related to Word Solving; Teaching Decisions Related to Fluency and Expression; Teaching Decisions Related to Comprehension PART IV: Teaching Decisions for Transitional Readers (Levels J–N) Chapter 10: The Learner: Key Reading Behaviors for Transitional Readers Chapter 11: The Goal: Instructional Targets for Transitional Readers Chapter 12: The Text: Selecting and Introducing Books for Transitional Readers DECISION GUIDES for Transitional Readers Teaching Decisions Related to Word Solving; Teaching Decisions Related to Fluency and Expression; Teaching Decisions Related to Comprehension; Afterword Teaching with Urgency While Valuing Childhood.

Über Autor(innen)

With over 25 years of experience as a teacher, literacy coach, and staff developer, Robin Griffith currently shares her strengths-based approach to literacy learning with pre-service teachers at Texas Christian University and through professional development that helps teachers and literacy specialists recognize, understand, and reflect on the thousands of instructional decisions they make on a daily basis.