Teachers as Decision Makers: Responsive Guided Reading Instruction

ISBN-13: 9781625313904 / Angielski / Miękka / 2022 / 208 str.

Robin Griffith

Opis

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 and the instructional objectives we guide them toward.

Recenzje

“Teachers as Decision Makers is a treasure trove full of empowering pearls to improve instruction. Coherent and well written, teachers, literacy coaches, and teacher leaders focused on improving comprehensive literacy instruction will find this book invaluable. A text worth reading and rereading for any Professional Learning Community!” —Enrique A. Puig, Ed.D., Morgridge International Reading Center

"In this book, Robin Griffith highlights how reading instruction is influenced by a variety of factors including the learner, the goal, and the text and the synergistic ways in which these factors support informed decision making. I can’t wait to use this book with pre- and in-service teachers!” —C.C. Bates, Ph.D., Professor of Literacy Education and Director of Early Literacy Center of South Carolina
 

“At a time when teachers’ professional decision-making is being restricted in favor of programmatic literacy instruction, this text is more important than ever. Teachers as Decision Makers is informed by current research on effective literacy instruction, it is easy to read, and it is immediately applicable. This gem is a must-read for elementary teachers, instructional coaches, and school leaders!” —Seth A. Parsons, PhD., Professor at George Mason University

“What a gift to K–2 reading teachers! This book will be one of those professional texts that is tabbed and dog-eared and returned to again and again. I can’t wait for teachers to get their hands on this!” —Angela Kennedy, PreK-5 English Language Arts Coordinator
 

“Teachers as Decision Makers gets to the heart of what matters in literacy instruction: the informed choices teachers make as they instruct their readers. If you aren’t sure how to explicitly teach children how to use a sequence of phonics skills in guided reading lessons, read this book! Robin Griffith shows us how.” —Susan Vincent, Coauthor of Intentional From the Start

“In Teachers as Decision Makers, educators are not just seen, but supported; not just challenged, but encouraged; and not only affirmed, but stretched in their knowledge and capacity to reach all learners. In a time when it is easier to believe the myth that materials or policies can control what is taught and how, Robin Griffith delivers a text that teaches all of us what incredible potential we each have to build on learners’ strengths and exactly how to do it.” —Rachael Gabriel, Professor of Literacy Education, University of Connecticut

"This book is a practical resource for teachers to help understand the important role of responsive decision-making during reading instruction. Using guiding questions, reflective modeling, and practical examples from texts, Robin Griffith masterfully explores how to provide responsive instruction to all learners. This book is a valuable text appropriate for teachers of all levels. It is a definite must-read and one that belongs in every teacher’s toolkit.” —Margaret Vaughn, Ph.D., Associate Professor, Washington State University
 

Spis treści

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.

O autorze

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.