A Research Synthesis 2010. A Review of the Current Research know more than ever about teaching reading effectively. Peterson, and Rodriguez (2003) suggest that teaching variables such as (a) small-group instruction, (b) skill instruction in comprehension, (c) teacher modeling, and (d

See my page for prompts to ask during guided reading groups. (Prompts for the Reading Strategies.) Teachers should write observations of students' reading behaviors at this time. AFTER READING STRATEGIES. Students come up with their own questions to ask each other. Students retell** the selection, or summarize using "Somebody Wanted But So Then." I just bought Jennifer Serravallo's new book- Teaching Reading in Small Groups. This book is amazing and stays true to RW. Lucy Calkins wrote the forward. I especially like her explicit strategies for teaching small groups in a conference format, not guided reading. She separates shared reading from the mini-lesson. With my research and collaborative study over the last year, readers that have plateaued when only being met with in guided reading groups have made significant growth by teachers alternating specific knowledge acquired to meet grade-level standards in reading. Teachers must be able to support student growth in critical areas through skillful, systematic, and explicit instruction at the whole classroom level; they must also be able to work effectively with small groups of students who have different instructional needs. Round Robin Reading (RRR) has been a classroom staple for over 200 years and an activity that over half of K-8 teachers report using in one of its many forms, such as Popcorn Reading. RRR's popularity endures, despite overwhelming criticism that the practice is ineffective for its stated purpose: enhancing fluency, word decoding, and comprehension. Jennifer Serravallo is the author of New York Times' bestseller The Reading Strategies Book as well as other popular Heinemann professional books, The Writi