Differentiated Reading Instruction: Strategies for the Primary Grades / Edition 1

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Overview

All teachers recognize the importance of matching literacy instruction to the ability level and needs of each child--but how can this crucial goal actually be accomplished? This indispensable book provides a research-based framework and flexible, highly practical strategies for making differentiated instruction work. Written by leading experts, the book presents:

* Effective techniques for teaching each component of the beginning reading program
* A clear, easy-to-implement assessment system
* Step-by-step differentiation plans for K-3 classrooms
* Vivid classroom examples that illustrate differentiation in action
* Scheduling tips, problem-solving ideas, and helpful reproducibles
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Editorial Reviews

From the Publisher
"Useful for both inservice and preservice teachers, this book offers a sensible and research-based approach to differentiated instruction. The organization makes the book especially useful: First it explains and illuminates what differentiation is, and then it provides detailed descriptions of highly useable instructional practices in the areas of phonemic awareness, word recognition, fluency, vocabulary, and comprehension. The concluding chapters put it all together in the form of realistic differentiation plans for kindergarten through the third grade. Differentiation is key to effective instruction, and Walpole and McKenna provide lessons and plans that will give teachers what they need to optimize their teaching."—Sylvia Read, PhD, Department of Elementary Education, Utah State University
 

"There is much to like about this book. It discusses a very complex instructional practice in a clear, straightforward manner; provides a basic blueprint for implementing this practice in the classroom; and, perhaps best of all, provides specific guidance for differentiating instruction in the five essentials of primary-grade reading. This is a practical, easy-to-follow book that classroom teachers will find very useful."—Kathleen A. Roskos, PhD, Department of Education and Allied Studies, John Carroll University
 

"Literacy coaches and reading specialists will find this book invaluable as they guide and support teachers of reading. Each topic lends itself to a session of professional development. The organization and detailed table of contents enable teachers to read the book in its entirety or draw on specific chapters as needed. In my 32 years in education, I have read hundreds of methods books. The majority of these books are read and digested, a few salient ideas are extracted, then they go on a shelf or are given away. Differentiated Reading Instruction is not that kind of book—rather, it's a 'bible' of reading instruction for the primary grades. Teachers will consult this book on a regular basis: It will help drive their reading instruction, not sit on their shelves."—Harri Wasch, MEd, Literacy Coordinator, Paul H. Cale Elementary School, Charlottesville, Virginia

Journal of the Association for Childhood Education International
"Could be the answer to effective reading instruction in the primary grades....This work lends itself to helping design a daily literacy block that is sensible and sensitive to all students' learning styles....The authors are both professors of reading, and they have drawn from their extensive experience in reading to develop a book that takes into account both the theory and what they know to be good practice....I highly recommend this book as an additional resource of instructional ideas."—Journal of the Association for Childhood Education International
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Product Details

  • ISBN-13: 9781593854126
  • Publisher: Guilford Publications, Inc.
  • Publication date: 2/1/2007
  • Edition description: New Edition
  • Edition number: 1
  • Pages: 180
  • Sales rank: 347,726
  • Product dimensions: 6.90 (w) x 9.96 (h) x 0.46 (d)

Meet the Author

Sharon Walpole, PhD, is Associate Professor in the School of Education at the University of Delaware. She has extensive school-based experience, including both high school teaching and elementary school administration. Dr. Walpole served as a research assistant and as a research associate at the Center for the Improvement of Early Reading Achievement (CIERA). She has also been involved in federally funded and homegrown schoolwide reform projects and participates in and studies the design and effects of schoolwide reforms, particularly those involving literacy coaches. The coauthor of two books and numerous articles, Dr. Walpole’s research interests include classroom- and school-level correlates of student achievement, particularly in schools engaged in improvement efforts.
 
Michael C. McKenna, PhD, is Thomas G. Jewell Professor of Reading at the University of Virginia. He is the author, coauthor, or editor of 15 books and more than 100 articles, chapters, and technical reports on a range of literacy topics. Dr. McKenna’s research has been sponsored by the National Reading Research Center and CIERA. He is the cowinner of National Reading Conference's Edward Fry Book Award and the American Library Association's Award for Outstanding Academic Books. He serves on the editorial board of Reading Research Quarterly, and has coedited themed issues of the Peabody Journal of Education and Reading and Writing Quarterly. Dr. McKenna’s research interests include comprehension in content settings, reading attitudes, technology applications, and beginning reading.

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Table of Contents


Planning Differentiated Instruction     1
Instructional Tiers     2
Instructional Diets and Groupings     4
Differentiation and Fairness     6
Differentiation and Development     7
A Differentiated Differentiation Plan     8
Using Assessment to Differentiate Instruction     11
Four Types of Assessments     12
Putting the Assessments Together     16
Drawing Conclusions about a Child's Needs     18
Forming Flexible Groups Based on Assessed Needs     25
A Final Word     29
Differentiating Phonemic Awareness Instruction     31
Recent Research and Reviews     32
Foundational Teacher Knowledge     34
Initial Sound Sorting     36
Segmenting and Blending     39
Say-It-and-Move-It     42
To Learn More     47
Building Word Recognition     48
Recent Research and Reviews     48
Foundational Teacher Knowledge     51
Teaching Letter Names and Sounds     56
Teaching Sounding and Blending     58
Teaching Letter Patterns     62
Teaching Irregular High-Frequency Words     64
TeachingDecoding by Analogy     67
To Learn More     69
Building Fluency     70
Recent Research and Reviews     71
Foundational Teacher Knowledge     71
Timed Repeated Reading     73
Choral Partner Reading     78
Fluency Development Lesson     80
Fluency-Oriented Reading Instruction     81
To Learn More     83
Building Vocabulary     85
Recent Research and Reviews     86
Foundational Teacher Knowledge     88
Teaching Tier 2 Words     91
ELL Storybook Intervention     93
Concept of Definition     95
Semantic Feature Analysis     97
Concept Sorting     99
To Learn More     102
Building Comprehension     104
Recent Research and Reviews     104
Foundational Teacher Knowledge     106
Question Clusters     110
Question-Answer Relationships     113
Story Mapping     115
Text Structure Instruction     118
Direct Explanation     120
Summarization     122
To Learn More     123
A Kindergarten Differentiation Plan      125
Gather Resources     126
Consider Your Children's Needs     129
Plan for 3 Weeks of Instruction     132
Plan for Reflection     133
A First-Grade Differentiation Plan     134
Gather Resources     134
Consider Your Children's Needs     137
Plan for 3 Weeks of Instruction     140
Plan for Reflection     141
A Second-Grade Differentiation Plan     142
Gather Resources     143
Consider Your Children's Needs     144
Plan for 3 Weeks of Instruction     148
Plan for Reflection     149
A Third-Grade Differentiation Plan     151
Gather Resources     151
Consider Your Children's Needs     154
Plan for 3 Weeks of Instruction     158
Plan for Reflection     159
Glossary of Reading Terms     161
References     169
Index     175
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Sort by: Showing all of 2 Customer Reviews
  • Anonymous

    Posted February 8, 2014

    This was advertised as a book for grades 4 and 5.  Very misleadi

    This was advertised as a book for grades 4 and 5.  Very misleading!  This book is for primary grades.  I wasted my money.  I spent $30 on a Nook Book that I didn't want.  Extremely disappointed.  

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  • Anonymous

    Posted September 4, 2011

    No text was provided for this review.

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