Differentiated Reading Instruction: Strategies for the Primary Grades [NOOK Book]

Overview

This bestselling book provides a research-based framework for making differentiated instruction work in the primary grades. It includes scientifically validated techniques for teaching each component of the beginning reading program. The authors describe how to use assessment to form differentiated small groups and monitor student progress; plan which skills to target and when; and implement carefully selected instructional strategies.  Vivid classroom examples illustrate what differentiated instruction ...

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Differentiated Reading Instruction: Strategies for the Primary Grades

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Overview

This bestselling book provides a research-based framework for making differentiated instruction work in the primary grades. It includes scientifically validated techniques for teaching each component of the beginning reading program. The authors describe how to use assessment to form differentiated small groups and monitor student progress; plan which skills to target and when; and implement carefully selected instructional strategies.  Vivid classroom examples illustrate what differentiated instruction looks like in action in each of the primary grades. For additional helpful resources, including classroom-ready lesson plans, teachers can purchase the complementary volume, How to Plan Differentiated Reading Instruction: Resources for Grades K-3.

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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: 9781606237908
  • Publisher: Guilford Publications, Inc.
  • Publication date: 1/24/2007
  • Sold by: Barnes & Noble
  • Format: eBook
  • Pages: 180
  • File size: 6 MB

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

1. Planning Differentiated Instruction
2. Using Assessment to Differentiate Instruction
3. Differentiating Phonemic Awareness Instruction
4. Building Word Recognition
5. Building Fluency
6. Building Vocabulary
7. Building Comprehension
8. A Kindergarten Differentiation Plan
9. A First-Grade Differentiation Plan
10. A Second-Grade Differentiation Plan
11. A Third-Grade Differentiation Plan
Glossary of Reading Terms
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Customer Reviews

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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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