What Research Has to Say About Reading Instruction - International ...

More documents

Recommendations

Info

Contents Welcome to Study Groups! .......................................................... 1 Working Your Way Through What Research Has to Say About Reading Instruction: A Session-by-Session Guide ....................... 7 Appendix: Additional Resources ............................................... 53 Reproducible Forms .............................................................. 55 Session Handouts .................................................................. 77 Recommended Reading ........................................................ 96 About the Editors and Authors............................................ 101 References ................................................................................ 102
Welcome to Study Groups! This resource is designed to equip you with ideas and strategies for effectively using What Research Has to Say About Reading Instruction, edited by Alan E. Farstrup and S. Jay Samuels, for professional development in a book study group in your school. School-based learning communities, such as those fostered in study groups, can empower faculty, improve teaching and learning, and bring positive, systemic change to schools. This facilitator’s guide contains strategies to assist you in providing this opportunity for professional growth to your colleagues. What Is a Study Group? Study groups provide a forum for teachers to develop themselves by reading, discussing, and reflecting on professional literature related to a topic of interest to them personally or one that is a school priority. Many schools and districts use study groups as a formal means of professional development because they recognize the value of allowing teachers time to engage together in academic dialogue and inquiry. Study groups meet regularly to learn from outstanding professional books or other resources; members then employ the knowledge gained in group study in their own teaching. The ultimate goal is to gain professional knowledge, improve teaching, and thereby improve student achievement. First Steps As the study group facilitator, it’s your job to get the ball rolling. Here are some steps to follow before the group sits down together for your first meeting. Think About a Goal All learners, children and adults alike, are most engaged when the topic under study is relevant and interesting to them. It’s important to your study group’s success to have clear goals in mind, both to ensure that group members are active participants and to be able to demonstrate accomplishments to yourselves and your administrators. From the Professional Development Edition of What Research Has to Say About Reading Instruction (3rd ed.), © 2009 International Reading Association. 1
Page 1: What Research Has to Say About Read
Page 5 and 6: Clarify Roles and Responsibilities
Page 7 and 8: in the preceding week (see the desc
Page 9 and 10: Working Your Way Through What Resea
Page 11 and 12: • Instructional decision-making:
Page 13 and 14: should examine these conditions in
Page 15 and 16: Learning logs: Reflection and appli
Page 17 and 18: ✓ Charting the Research form (see
Page 19 and 20: • How can we apply research-valid
Page 21 and 22: skills. It’s important to realize
Page 23 and 24: • Reflect on aligning and incorpo
Page 25 and 26: SESSION 8 The Place of Word Conscio
Page 27 and 28: among your students with very littl
Page 29 and 30: (Note: Statement 1 is false accordi
Page 31 and 32: ✓ IRA’s position statement Supp
Page 33 and 34: Key vocabulary • Balanced compreh
Page 35 and 36: • To identify research-validated
Page 37 and 38: Card Assignment Key Direct Explanat
Page 39 and 40: Materials For each participant: ✓
Page 41 and 42: SESSION 14 Metacognition and Self-R
Page 43 and 44: 4. The participant who initiated di
Page 45 and 46: Session Activities Initiating learn
Page 47 and 48: Key vocabulary • Readability form
Page 49 and 50: • To identify research-validated
Page 51 and 52: Conclude with a whole-group discuss
Page 53 and 54:
the passages from the chapter that
Page 55 and 56:
Appendix: Additional Resources Repr
Page 57 and 58:
Session 3: Conditions of Learning C
Page 59 and 60:
Session 4: Charting the Research in
Page 61 and 62:
Session 5: Semantic Feature Analysi
Page 63 and 64:
Session 7: Charting the Research in
Page 65 and 66:
Session 10: Double-Entry Reflection
Page 67 and 68:
Session 12: Double-Entry Reflection
Page 69 and 70:
Session 15: Carousel Brainstorming
Page 71 and 72:
Page 73 and 74:
Page 75 and 76:
Page 77 and 78:
Page 79 and 80:
Coming Up: Get Ready for Session 1
Page 81 and 82:
Page 83 and 84:
Page 85 and 86:
Page 87 and 88:
Page 89 and 90:
Page 91 and 92:
Page 93 and 94:
Page 95 and 96:
Page 97 and 98:
Page 99 and 100:
Session 5 Allington, R.L. (2006). C
Page 101 and 102:
Kelley, M.J., & Clausen-Grace, N. (
Page 103 and 104:
About the Editors and Authors Alan
show all

What Research Has to Say About Reading Instruction - International ...

Create successful ePaper yourself

Delete template?

Save as template?