- Subject index
Intermediate grade readers are not an M, an N, or an O—they’re idea–wranglers, ready to comprehend when we honor who they are as thinkers first In 30 Big Idea Lessons for Small Groups, educators Rafferty, Morello, and Rountos provide an amazing framework that gets students interacting with texts. You prompt and guide, but they think! Big–Idea groups are the piece that’s been missing from small group instruction: engagement from the get–go. Follow this unique 4–part process to develop students’ literal, inferential, evaluative, and analytical skills: 1. Engage: Before Reading Using a tactile tool like a topic card or a pyramid, readers literally move ideas around on their small group table as they debate a question related to the text and to big ideas about courage, persistence, love, and honesty, and more. 2. Discuss: During Reading Students read and mark up a short text, exploring questions that get at the author’s take on the big idea, noticing key vocabulary, text structure, moments of inference, and more. 3. Deep–See Think: After Reading Students re–read, synthesize, and revise their interpretations together and tweak the tactile tool, based on questions that probe the big idea in new and deeper ways. 4. Connect: After Reading Students summarize, and begin to transfer their understandings to other texts in independent reading and the world beyond, primed for this all–important transfer because they’ve been engaged in topics that clearly relate to their lives. Tap into 30 lessons organized by text complexity, reproducible forms, assessments, and a bank of engagement tools so you can switch it up. Use these lessons across the year as a warm up to a whole–class novel, to augment your core reading program, to challenge your capable readers and bring your striving readers in to rich yet accessible reading experiences.
Chapter 1: Big-Idea Groups : Scaffolded Reading Instruction Where Engagement Rules
Big-Idea Groups : Scaffolded Reading Instruction Where Engagement Rules
Do we really need another approach to small-group reading instruction? After all, we can choose from literature circles, book clubs, guided reading, and strategy groups—to name a few. As I began to write this book, what kept me saying, “Yes, teachers do need this twist we’ve been using in Connecticut schools,” is that the lesson framework we share gets us back to the core reason we read anything: to better understand life and the big questions within it. And it gets us back to the core reason we teach: because each lesson helps students approach reading a text with a little more engagement, confidence, and collaboration than occurs ...