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Literacy Growth for Every Child: Differentiated Small-Group Instruction K-6

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Implementing differentiated small-group instruction in K-6 classrooms-where students' abilities, needs, and interests vary widely-is challenging yet extremely important. This research-based guide is packed with ideas about how to structure literacy lessons that incorporate both collaborative and needs-based small-group instruction in order to help all students succeed. The authors explain how to use assessment to group students appropriately and how to develop whole-class instruction that leads to productive work...

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Overview

Implementing differentiated small-group instruction in K-6 classrooms-where students' abilities, needs, and interests vary widely-is challenging yet extremely important. This research-based guide is packed with ideas about how to structure literacy lessons that incorporate both collaborative and needs-based small-group instruction in order to help all students succeed. The authors explain how to use assessment to group students appropriately and how to develop whole-class instruction that leads to productive work in groups. Each chapter details engaging activities that will improve speaking, listening, writing, reading, and technology skills for diverse students, including English language learners. In a large-size format for ease of photocopying, the book includes more than two dozen reproducible planning, assessment, and teaching tools.

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Editorial Reviews

From the Publisher

"This exceptional book explains, step by step, how to differentiate instruction that connects curriculum standards, goals, and student performance. It includes examples of clear, easy-to-apply classroom activities designed to build on students’ strengths, reinforce their skill and knowledge bases, and provide choice and engagement through collaboration. I came away from this book with an increased understanding of heterogeneous and homogeneous groups and how to use both, with standards as the starting point."--Dana Korin, PhD, literacy specialist and home-school liaison, Main Line Psychological and Educational Associates, Ardmore, Pennsylvania

"Lapp et al. make the goal of differentiated instruction attainable for early childhood and elementary teachers. The authors take into account the complexities of meeting students' various needs, offering concrete examples and organizational strategies. This is a foundational resource for busy classroom teachers who value students' diverse learning lives and who strive to implement realistic possibilities for flexible grouping. I look forward to using this text as a supplement in my literacy methods courses."--Margaret C. Hagood, PhD, Department of Teacher Education, College of Charleston

"Lapp et al. present methods for addressing the individual literacy needs of elementary students, a necessity in today’s classrooms. Readers will appreciate the emphases on using assessment for instructional planning and on supporting the literacy demands of content areas. Each chapter offers a multitude of practical ideas for small-group instruction, including the use of engaging, collaborative, problem-based tasks. This book will be valuable for all elementary teachers seeking high-quality, challenging instructional approaches for diverse literacy learners."--Natalie G. Olinghouse, PhD, Department of Educational Psychology, University of Connecticut

"This book is a paragon of step-by-step guidance on every aspect of practice. The strength of the work is its research-based approach, as well as extremely helpful charts, diagrams, and worksheets. This book demonstrates what children can achieve when teaching is organized, standards based, and carefully planned."--Jerry L. Parks, EdS, teacher, Georgetown Middle School, Georgetown, Kentucky

"I very often use small-group centers as a classroom teacher, but it can be challenging to differentiate the content, the process, and the products enough to accommodate each child's strengths and needs. This book models how to make differentiated small-group instruction a reality. I plan to use this book as my instructional guide when working in public schools and as a course text when teaching undergraduate and graduate literacy classes. It should be at the top of every teacher's book list!"--Kelly Moore, PhD, School of Teacher Education, San Diego State University

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Product Details

Meet the Author

Diane Lapp, EdD, is Distinguished Professor of Education in the School of Teacher Education at San Diego State University. She is currently a teacher at Health Sciences High and Middle College, and has taught in elementary and middle schools. Her major areas of research and instruction are issues related to struggling readers and their families who live in economically deprived urban settings. Dr. Lapp has published many articles, columns, texts, handbooks, and children’s materials on reading and language arts issues. She has received the Outstanding Teacher Educator of the Year Award from the International Reading Association and is a member of both the California and the International Reading Halls of Fame, among other honors.

Douglas Fisher, PhD, is Professor of Language and Literacy Education in the School of Teacher Education at San Diego State University and a classroom teacher at Health Sciences High and Middle College. He is a recipient of the Celebrate Literacy Award from the International Reading Association, the Paul and Kate Farmer English Journal Writing Award from the National Council of Teachers of English, and a Christa McAuliffe Excellence in Teacher Education Award from the American Association of State Colleges and Universities. Dr. Fisher has published numerous articles on reading and literacy, differentiated instruction, and curriculum design, as well as several books.

Thomas DeVere Wolsey, EdD, is course leader for the literacy and learning concentration graduate degree program for teachers at Walden University in Minneapolis. He worked in public schools for 20 years teaching English, social studies, and multiple-subject classes. Dr. Wolsey has published articles on literacy and technology in several professional journals, as well as one coauthored book. He teaches graduate courses and teacher-preparation courses related to literacy, technology, and the needs of English language learners. In addition, he is an affiliate researcher at the National Center for the Twenty-first Century Schoolhouse at San Diego State University and the course management system administrator at Health Sciences High and Middle College.

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Table of Contents

1. What Is Differentiated Instruction? Where Do I Begin?

2. Classroom Organizational Routines and Practices That Support Differentiated Instruction

3. How Can Assessment Insights Support Differentiated Instruction?

4. Ideas for Differentiating Oral Language Instruction

5. Ideas for Differentiating Listening Instruction

6. Ideas for Differentiating Writing Instruction

7. Ideas for Differentiating Word Study/Vocabulary Instruction

8. Ideas for Differentiating Technology Instruction

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