Read, Discuss, and Learn: Using Literacy Groups to Student by Lisa A. Fisher

By Lisa A. Fisher

Literacy teams advertise dialogue and studying during the exploration of textual content, yet many educators are hesitant to undertake them. For present and destiny secondary academics, directors, and curriculum administrators, learn, talk about, and study presents help and counsel so educators can expectantly contain scholars in the studying technique at a deep point. it is a sensible source advisor that walks academics by using literacy teams inside their school rooms over a customary 365-day trip of secondary scholars. the writer offers educators with the instruments to contemplate literacy teams, to create literacy teams, and to layout the easiest overview to appropriately overview scholars' comprehension and mastery of latest content material.

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Sample text

When the late bell rings, the teacher stands at the front of the class for a brief moment, reads the assignment already written on the board, and sits down at his desk. You are not sure what he does at his desk, but you know not to bother him for any reason. You also know you never read fast enough to get the entire chapter read and answer the questions. Unfortunately, this feeling and this anxiety are quite common among struggling learners/readers. You look around and see all the other students busily working on the questions, after what seems like only a few minutes of class have gone by.

This atmosphere provides students with the opportunity to ask questions, make connections, and talk about the similarities and differences between the themes. Similarly, Keene and Zimmermann (1997) highly support this learning process and recommend it as a good strategy for helping students dig deeper into understanding text. Even the Internet has some information pertaining to literacy groups. For example, simply Google the term “literature circles” to learn there is an abundance of agreement that characterizes literature circles as student-centered learning for a small group of four to six students, acceptable for any grade level.

You need to consider the dynamics of each group. For example, to group your students only by reading level is solely homogeneous grouping, where the students read a text on their instructional level (also known as their zone of proximal development). The instructional level is where students are capable of reading most of the book but need teacher assistance to reach a higher level of understanding, to think critically beyond the text. However, this type of grouping will cause misbehavior because you will have all the struggling readers in one group (Vacca and Vacca, 2005).

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