In Small Groups for Big Readers, the authors advocate for small-group reading instruction as an effective way for teachers to help all students grow as skilled, developing readers. Through small-group instruction, K–5 teachers can differentiate instruction by using evidence-based routines, adopting an asset-based lens, and selecting texts tailored to students’ unique interests, needs, and goals, creating deeper engagement in reading. K–5 teachers can use this book to: Understand and apply evidence-based routines that promote equitable, accessible literacy instruction - Enhance students’ reading and knowledge building through carefully planned interactions and opportunities with text - Empower students by establishing clear goals and guidelines for small-group lessons - Plan for extended learning opportunities that provide sufficient, deliberate practice for literacy development - Extend professional expertise by selecting and adapting strategies to differentiate literacy instruction, using a flexible, choose-your-own-adventure format to customize learning based on individual goals and needs Contents: Introduction Chapter 1: What Do I Know About My Students as Readers? Chapter 2: How Does Differentiating Small-Group Instruction Promote Access and Equity? Chapter 3: How Do I Connect to Whole-Group Instruction? Chapter 4: How Do I Plan for Small-Group Instruction? Chapter 5: How Do I Select and Evaluate Text? Chapter 6: How Do I Engage My Readers During Small-Group Instruction? Chapter 7: How Do I Monitor and Respond to My Students as Readers? Chapter 8: How Does Writing Connect to My Small-Group Instruction? Chapter 9: How Do I Build My Students’ Disciplinary Knowledge? Chapter 10: What Are the Rest of the Students Doing While I’m Teaching a Small Group? Epilogue Appendix: Leading the Learning Action Guide References Index "This book is a phenomenal resource as the author team expertly sets the stage for why literacy matters and centers Students as Readers. Throughout the book, the action guide plan outlines detailed strategies to facilitate whole-group, small-group, and individual approaches to monitor and respond to develop students' progress in reading—gradually and intentionally. Early career teachers as well as experienced educators and leaders can all benefit from the perspectives provided through this book’s series of guiding approaches and vignettes in the classroom videos regarding building Students as Readers." -- Farinaz Safi , second-grade teacher, Oviedo, Florida " Small Groups for Big Readers is a groundbreaking book that highlights the transformative power of small-group reading instruction. With a practical, question-driven structure, this book offers educators the tools and strategies to deliver impactful, student-centered instruction that truly supports every reader. A must-read for anyone committed to fostering literacy and meaningful learning in their classrooms!" -- Kelly Stuart , President and CEO of Collaborative Classroom " Small Groups for Big Readers is an essential book for educators looking to harness the power of small group reading instruction. Grounded in practical strategies and framed by the real questions teachers face, this book provides a clear road map to delivering impactful, tailored instruction that meets the diverse needs of students. It’s an invaluable resource for building confident, capable readers." -- Kelly Stuart , President and CEO of Collaborative Classroom Taylar B. Wenzel, EdD , is a faculty member in the College of Community Innovation and Education at the University of Central Florida (UCF). She teaches undergraduate and graduate courses in elementary education and regularly supervises teacher candidates. Her research focuses on the role of children’s cognitive and metacognitive strategy use across reading and mathematics contexts and the use of lesson study with preservice teachers across disciplines. Dr. Wenzel’s classroom experience includes work as a public school teacher and instructional coach. Analexis Kennedy, EdD , is a lecturer of reading in the College of Community Innovation and Education at the University of Central Florida, where she teaches literacy courses to graduate and undergraduate students. She spent fifteen years working with K–12 students, teachers, and administrators as a classroom teacher, literacy coach, district reading specialist, and professional development coordinator. Her research focuses on literacy coaching, professional and adult learning, literacy strategies, and best practices in K–12. Dr. Kennedy is a member of the International Literacy Association, ASCD, and the Florida Literacy Association. She has been recognized as Teacher of the Year and is a National Board Certified Teacher. Dena D. Slanda, PhD , is a research associate in the College of Community Innovation and Education at the University of Central Florida (UCF). She is a professor in residence for the Teacher Quality Partners