What Does Small-Group Instruction Look Like for Older Readers?
How can small-group instruction help all students build their capacity for independent learning and higher order thinking?
Join us for a webinar to consider the specific instructional needs of older readers grades 3–6. Learn about instruction that can meet the individual instructional needs. Reflect on how to use student data, as well as student reading behaviors, in order to make well grounded instructional decisions that will foster independence and reading success in older students. Explore how the intentional build of program components can support student growth.
Date: Tuesday, February 21, 2023
Time: 1:00 pm PT | 2:00 pm MT | 3:00 pm CT | 4:00 pm ET (1 hour duration)
Cost: This webinar is complimentary, but you must register in advance to attend.
Recording: This webinar will be recorded. Recordings are emailed to registrants within 5 business days after the event.
Note: Certificates of attendance are NOT provided for this event.
Facilitated by Tricia Bennett and Tamara Williams
Tricia Bennett, Manager of Educational Partnerships in Florida, has experience as a classroom teacher, reading interventionist, literacy coach, and professional learning consultant. She earned her Bachelors in Elementary Education from the University of Central Florida and her Masters in Educational Leadership from Stetson University.
For the past seventeen years, Tricia has worked in a high-risk central-Florida school has enjoyed both teaching students and supporting teachers using Collaborative Classroom’s literacy programs and practices.
Tamara Williams joined Collaborative Classroom as a Manager of Educational Partnerships in Florida in 2021. She has numerous years of experience as a reading interventionist and classroom teacher. She earned her Bachelors in Elementary Education from Florida A&M University and her Masters in Education from Walden University.
For the past twenty years, Tamara has worked in high-risk elementary schools and, for four of those years, she was able to implement a co-teaching model that blends the best practices in teaching with technology practices. In addition, her work in schools focused on providing high-quality intervention instruction to support students’ acquisition of reading and independence. Tamara’s belief in visible teaching and learning led her to participate as an observation classroom as part of a school-based coaching initiative. She has enjoyed supporting teacher growth by facilitating professional learning at the district, state and national level.
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