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This book offers intermediate-grade teachers sixteen options for small-group instruction for students who need to: construct basic meaning about a text, reinforce particular comprehension skills and strategies, and learn the art of discourse leading to higher-level critical and creative thinking. It includes rubrics and checklists, planning templates, prompts, and more. Teachers will also learn how to differentiate their RTI instruction and embed the Common Core State Standards into small-group instruction. Part I: Understanding Small-group Instruction in the Intermediate Grades contains three short chapters to set the stage for the instructional formats that follow. Chapter One illuminates dilemmas common to small-group instruction at the intermediate grade level. Chapter Two explains what it means to differentiate the literacy process, product, and content for students reading at different levels with different literacy needs. Chapter Three answers questions about the "how-to" of getting small-group instruction off the ground. Part II: Implementing Small-group Instruction: A Menu of Possibilities contains the sixteen formats. Chapter Four includes five instructional formats to help students achieve a basic level of understanding about what they read. Comprehension for both literary and informational reading is addressed through comprehension strategies and text elements. Chapter Five reinforces important literacy standards through five formats that focus not just on comprehension strategies and standards-based objectives, but also on vocabulary, fluency, and author's craft. Chapter Six discusses five different formats for talking about text literary and informational to generate both critical and creative thinking. Chapter Seven addresses how instruction needs to be different for students who are still "getting to fluency." A CD contains all of the reproducibles and Target sheets matched to each objective.

Three common routines are seen in almost every primary language arts programs: morning messages, shared readings, and word walls. These routines should be integrated to support the total language arts program, but are teachers of grades K-2 getting the most bang for their buck out of these activities? Morning messages can become very routinized and repeat the same experiences over and over again. Shared readings are sometimes conducted with little variation in spite of changing demands from the texts being used and changing needs in the learners with whom they are being used. Word walls might be put up with some attention early in the year and remain virtually unchanged as the year moves forward. Intensifying Classroom Routines in Reading and Writing Programs focuses on how teachers can get more instructional mileage out of these three common classroom routines. Author Michael P. Ford lays out step-by-step, day-by-day plans to put those three key routines on a cycle that changes as students move through developmental phases. This resource helps teachers plan for emergent and early readers and writers. It also looks at how teachers can assist students as they move through critical areas, including concepts of print, alphabetic knowledge, phonological awareness, sound-symbol relationships, high-frequency words, structural analysis, context clues, comprehension strategies, and composition strategies. With these intensified routines in place, students will clearly see connections between reading and writing.

How does Kate Chopin create a mood in just a few sentences? How does Shakespeare make a character say one thing and mean another? Help your students understand how expert writers control voice and use the power of language. Students will develop an understanding of the elements comprising an author's unique voice--diction, detail, figurative language, imagery, syntax, and tone--and develop the skills needed to express their own unique voices. Voice Lessons provides 35 short passages from complex fiction and nonfiction. Each sharply focused example targets a specific element of voice. Also included are 65 lessons based on longer pieces of text. These lessons integrate the elements of voice and help students understand how they work together. Teachers can use Voice Lessons successfully with any high school curriculum. The short-passage lessons present the elements of voice in manageable exercises that function well as class openers or mini-lessons. Activities in each lesson serve as writing prompts for students to apply what they have learned from specific passages. Lessons on the longer text provide additional models and practice. These lessons also work together within each genre (essay, short story, speech, poem, and drama) and serve well as mini-units to teach voice and literary analysis and to help students develop a personal voice. Notes after each section provide background and discussion suggestions for teachers.