How to Plan Differentiated Reading Instruction: Resources for Grades K-3

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Offering step-by-step guidance to simplify planning and decision making, this book reviews the basics of differentiated reading instruction and provides detailed, ready-to-use lesson plans and materials to help teachers hit the ground running. Teachers get everything they need to implement four types of instructional groups over multiple three-week cycles. For fluency, vocabulary, and comprehension, lessons are based on popular, inexpensive trade books. For phonemic awareness and word recognition, dozens of reproducibles are provided, all in a convenient large-size format. The book can be used on its own or as a complement to Differentiated Reading Instruction: Strategies for the Primary Grades, which offers a complete introduction to the authors' approach.

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Editorial Reviews

From the Publisher

"This is an ideal resource for primary-grade educators who know the importance of differentiated instruction but are still resorting to the one-size-fits-all approach to teaching, due to time constraints and other demands. How to Plan Differentiated Instruction provides a plethora of lesson plans, reproducibles, and assessments so that teachers can begin meeting their students' needs immediately. Readers will feel confident creating their own differentiated lessons after using these teacher-friendly model plans as guided practice."--Jodi Nichols, MEd, Instructional Leader and Reading Specialist, Garrett County (Maryland) Public Schools

"Many of us struggle to put the literacy puzzle together. Even with a knowledge of best practices, it's a challenge to plan instruction that meets the needs of all our students. How to Plan Differentiated Reading Instruction is a comprehensive resource that clarifies the planning process and shows teachers how to use assessments to plan for differentiated instruction."--Jennifer Allen, MEd, literacy specialist, Waterville (Maine) Public Schools

"Walpole and McKenna have expertly responded to concerns of educators from the field to create this indispensable guide. Teachers will be refreshed by its user-friendly, common-sense approach. The strength of the book lies in its power to 'unpack' the authors’ thinking about lesson planning, thus serving as a practical springboard for teachers as they provide for the literacy needs of every student."--Sonia Q. Cabell, MEd, research staff, Preschool Language and Literacy Lab, University of Virginia; former second-grade teacher and reading coach

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Product Details

  • ISBN-13: 9781606232644
  • Publisher: Guilford Publications, Inc.
  • Publication date: 5/11/2009
  • Series: Solving Problems in the Teaching of Literacy Series
  • Edition description: New Edition
  • Pages: 177
  • Sales rank: 188,955
  • Product dimensions: 8.00 (w) x 10.40 (h) x 0.40 (d)

Meet the Author

Sharon Walpole, PhD, is Associate Professor in the School of Education at the University of Delaware. Her research interests include the design and effects of schoolwide reforms, particularly those involving literacy coaches. Dr. Walpole is coauthor of three previous books with Michael C. McKenna, as well as numerous journal articles. She is the recipient of an Early Career Award from the National Reading Conference for her significant contributions to literacy research and education.

Michael C. McKenna, PhD, is Thomas G. Jewell Professor of Reading at the University of Virginia. His research interests include comprehension in content settings, reading attitudes, technology applications, and beginning reading. Dr. McKenna has published 15 books and more than 100 articles, chapters, and technical reports. His coedited volume Handbook of Literacy and Technology received the Edward Fry Book Award from the National Reading Conference and was named an Outstanding Academic Book by Choice.  

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Table of Contents

1. What Do We Mean by Differentiated Reading Instruction?

2. Using Assessments to Plan Differentiated Reading Instruction

3. Targeting Phonological Awareness and Word Recognition

4. Targeting Word Recognition and Fluency

5. Targeting Fluency and Comprehension

6. Targeting Vocabulary and Comprehension

7. Making Differentiation Schoolwide

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