000			01537nam a22002177a 4500
005			20250301111927.0
008			250301b |||||||| |||| 00| 0 eng d
020			_a9781071904145
040			_6HSLRC _aHSLRC _cHSLRC
050			_aPE1128.A2 _b.A384 2023
100			_aAkhavan, Nancy _eauthor _955654
245			_aSmall group reading with multilingual learners: _bdifferentiating instruction in 20 minutes a day/ _cNancy Akhavan
264			_aThousand Oaks, California: _bCorwin Literacy, _cc2023
300			_avii,237 pages: _billustrations; _c26 cm
500			_aIncludes index
504			_6Bibliography: pages 221-232
520			_a "Without direct instruction in key areas of reading and language, no child will advance to higher levels of reading. But because multilingual learners are learning what the words mean at the same time as they are learning how to read them, the cognitive lift is much greater. So it's crucial to differentiate instruction in small groups for multilingual students based on their level of language proficiency as well as their reading proficiency. This means that rather than simplifying the reading task, we need to increase the scaffolding (Gibbons, 2015). The bar has been raised, and yet, despite all we know from the last decade's research, most teachers feel wholly unprepared for the task. They haven't seen a clear model what the instruction looks like. Until now!"-- _c Provided by publisher.
650			_955655 _aGroup reading
650			_aMultilingual education _955656
942			_2lcc _cBK
999			_c97009 _d97009