How to Plan Differentiated Reading Instruction

Höfundar: Sharon Walpole; Michael C. McKenna (Útgáfa: 2)
How to Plan Differentiated Reading Instruction

Kaup valmöguleikar

Tens of thousands of K–3 teachers have relied on this book--now revised and expanded with more than 50% new material--to plan and deliver effective literacy instruction tailored to each student's needs. The authors provide a detailed framework for implementing differentiated small-group instruction over multiweek cycles. Each component of the beginning reading program is addressed--phonological awareness, word recognition, fluency, vocabulary, and comprehension.

In a large-size format for easy photocopying, the book includes dozens of reproducible lesson plans, instructional activities, assessment forms, and other tools. Purchasers get access to a Web page where they can download and print the reproducible materials. New to This Edition *Differentiation 2. 0: the approach has been fine-tuned based on field testing, new research findings, and current standards and response-to-intervention frameworks.

Nánar um bókina

Útgefandi
Guilford Publications, Inc.
ISBN
9781462531523
Print ISBN
9781462531516
Format
Page Fidelity (PDF)
Útgáfa
2
Höfundar
Sharon Walpole; Michael C. McKenna
Tungumál
English
Útgefið
2017-05-16
Prent takmörkun á líftíma
100
Prent takmörkun
30
Afritunar takmörkun
2

Kaflar

  • Half Title Page
  • Title Page
  • Copyright
  • Dedication
  • About the Authors
  • Contents
  • 1. Setting the Stage
  • Model Basics
  • Instructional Design
  • Focus on Research
  • Evidence of Effectiveness
  • 2. Models of Differentiation and Tiered Instruction
  • Differentiation in All Content Areas
  • Differentiation by Instructional Level
  • Differentiation by Text Level
  • Differentiation by Assessed Needs
  • Tiered Instruction
  • Intervention or Differentiation?
  • 3. Using Assessments to Guide Differentiation
  • Background Knowledge
  • Key Types of Assessments
  • Using Assessments Systematically
  • Organizing for Assessment
  • Assessing Vocabulary and Comprehension
  • Assessing Fluency
  • Assessing Word Recognition, Letter Names, and Letter Sounds
  • A Coordinated Plan for Assessment
  • Using Assessments from Cycle to Cycle
  • Maintaining Records of Assessment
  • A Final Word
  • 4. Targeting Phonological Awareness and Word Recognition
  • Background Knowledge
  • Grouping Children for PAWR Instruction
  • Instruction That Targets PAWR
  • How Did We Plan This Instruction?
  • Planning for the Basic Alphabet Knowledge Group
  • Planning for the Using Letter Sounds Group
  • Planning for the Using Letter Patterns Group
  • Planning for the Dictated Sentences Group
  • Strategies for Every-Pupil-Response Techniques
  • Taking Stock
  • Summary
  • Appendix 4.1. Lesson Plans
  • 5. Targeting Word Recognition and Fluency
  • Background Knowledge
  • Grouping Children for WRAF Instruction
  • Instruction That Targets WRAF
  • How Did We Plan This Instruction?
  • Planning for the Blends and Digraphs Group and the R-Controlled Vowels Group
  • Planning for the VCe Group
  • Planning for the Vowel Teams Group
  • Strategies for Every-Pupil-Response Techniques
  • Taking Stock
  • Summary
  • Appendix 5.1. Lesson Plans
  • 6. Targeting Fluency and Comprehension
  • Background Knowledge
  • Grouping Children for FAC Instruction
  • Instruction That Targets FAC
  • Research on Repeated Readings
  • Research on Approaches to Oral Reading
  • Research on Multisyllabic Decoding
  • How Did We Plan This Instruction?
  • Choosing Texts
  • Choosing the Instructional Format
  • Planning for Fluency with Multisyllabic Decoding
  • Planning for Fluency without Multisyllabic Decoding
  • Strategies for Every-Pupil-Response Techniques
  • Taking Stock
  • Summary
  • Appendix 6.1. Lesson Plans
  • 7. Targeting Vocabulary and Comprehension
  • Background Knowledge
  • VAC for Fluent Readers
  • Grouping Children for VAC Instruction
  • Instruction That Targets VAC
  • Research on Teaching Comprehension Strategies
  • Research on Teaching Text Structure
  • Research on Teaching Vocabulary
  • Upward Mobility in a VAC Group
  • How Did We Plan This Instruction?
  • How Does the Length of the Books Fit into a Lesson Cycle?
  • Which Books Should We Choose?
  • Which Words Should We Teach?
  • How Should We Teach Comprehension?
  • Which Instructional Methods Should We Use?
  • Lesson Format for VAC
  • Strategies for Every-Pupil-Response Techniques
  • Taking Stock
  • Summary
  • Appendix 7.1. Lesson Plans
  • 8. Making Differentiation Schoolwide
  • Teachers Need a Strong Tier 1 Curriculum
  • Teachers Need Time to Teach
  • Teachers Need Organized Differentiation Materials
  • Teachers Need Structure and Support
  • Teachers Need Leaders Who Understand Instruction
  • Teachers Need One Another
  • A Final Invitation
  • References
  • Index