图书简介

Foreword by Mary Howard \\ Acknowledgments \\ Preface \\ CHAPTER 1. A New Way of Thinking About Small Group Learning Experiences (because being up close to students is what drives discovery) \\ Small Group Instruction Redefined \\ The Five Teacher Moves \\ Combating the Challenges So You Can Do the Five Moves \\ One Last Thing \\ CHAPTER 2. The Launch (because who doesn’t need beginning-of-the-year strategies) \\ Small Groups Defined \\ Two Essential Questions This Chapter Helps You Answer \\ Beliefs \\ Ideas for the First Days of School \\ Listening In and Joining In \\ A Few Weeks Into the School Year \\ One Last Thing \\ CHAPTER 3. Scheduling (because schedules are key for the launch and beyond) \\ Reading Workshop: Daily Plans for Groups \\ Getting Started, Quick Groups \\ Groups for First Days/Weeks of School \\ Groups That Might Meet Across the Year \\ Small Group Foundational Q&A \\ One Last Thing \\ CHAPTER 4. Kidwatching 2.0 (because it’s all about orient, notice, take stock, and inquire) \\ Two Essential Questions This Chapter Helps You Answer \\ Beliefs \\ Our Kidwatching 2.0 Protocol \\ Tips for Getting Started \\ Using Your Notes to Form Small Groups \\ Four-Step Process for Going From Kidwatching to Small Group \\ Example of Small Group Work Based on Kidwatching Data \\ One Last Thing \\ CHAPTER 5. Pivoting Into Flexible Groups (because it’s the teacher moves that keep readers moving forward) \\ Two Essential Questions This Chapter Helps You Answer \\ Beliefs \\ How This Chapter Is Organized \\ The List of Reasons for Pivoting \\ The Teacher’s Role \\ Types of Groups to Pivot Into and Out Of \\ Timing Is Everything: More About the Duration of Groups \\ Language for Joining In \\ Troubleshooting \\ One Last Thing \\ CHAPTER 6. Assessing Student Work (because looking at our readers’ work lifts their strategies, skills, and thinking) \\ Two Essential Questions This Chapter Helps You Answer \\ Beliefs \\ Assessing With Learner-Centered Benchmarks \\ What to Look At \\ How to Sort Student Work \\ Planning a Focus for Instruction and Putting It Into Action \\ More Examples of How to Use Work to Inform Grouping Decisions \\ One Last Thing \\ CHAPTER 7. Curating (because selecting the right texts inspires readers to be connoisseurs) \\ Two Essential Questions This Chapter Helps You Answer \\ Beliefs \\ Teachers and Students as Curators \\ Teachers as Curators \\ Steps for Curating \\ Zooming In on Step 2: Curate and Select \\ Zooming In on Step 3: Decide \\ Steps 4–7: Spark, Read and Construct Meaning, and Reflect \\ Students as Curators \\ Exemplars of Students as Curators \\ One Last Thing \\ CHAPTER 8. Unit Planning (because small groups are best anchored in a harbor of big ideas) \\ Two Essential Questions Chapters Eight and Nine Help You Answer \\ Beliefs \\ Planning: The Reality Show \\ Six Surefire Steps \\ One Last Thing \\ CHAPTER 9. Weekly and Daily Planning (because weekly and daily plans chart the course for small group experiences) \\ Creating a Calendar for Weekly and Daily Lesson Planning \\ Zooming In on Step 5: Make Plans for Small Group Learning Opportunities \\ Some Popular, Proven Models to Guide You \\ Barry’s Planning Process for Hosting Two Groups \\ Julie’s One-Week Plan of Lessons for Launching a Unit \\ Student-Driven Planning \\ Putting It Into Practice: Examples From Our Classrooms \\ One Last Thing \\ Conclusion \\ Appendix: Ready-to-Copy Teacher and Student Reflection/Planning Pages \\ References and Further Reading \\ Index \\ About the Authors

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