Differentiated Reading Instruction: Strategies for the Primary Grades

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Guilford Press, Jan 24, 2007 - Language Arts & Disciplines - 180 pages
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This 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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Contents

Planning Differentiated Instruction
1
Using Assessment to Differentiate Instruction
11
Differentiating Phonemic Awareness Instruction
31
Building Word Recognition
48
Building Fluency
70
Building Vocabulary
85
Building Comprehension
104
A Kindergarten Differentiation Plan
125
A FirstGrade Differentiation Plan
134
A SecondGrade Differentiation Plan
142
A ThirdGrade Differentiation Plan
151
Glossary of Reading Terms
161
References
169
Index
175
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Page vi - 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.

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About the author (2007)

Sharon Walpole, PhD, is Professor in the School of Education at the University of Delaware. She has extensive school-based experience designing and implementing tiered instructional programs. Dr. Walpole has also been involved in federally funded and other schoolwide reform projects. Her current work involves the design and effects of schoolwide reforms, particularly those involving literacy coaches. She has coauthored or coedited several other books with Michael C. McKenna, including How to Plan Differentiated Reading Instruction: Resources for Grades K-3 and The Literacy Coach’s Handbook, Second Edition, and she is coauthor of The Building Blocks of Preschool Success with Katherine A. Beauchat and Katrin L. Blamey. Dr. Walpole is a recipient of the Early Career Award for Significant Contributions to Literacy Research and Education from the Literacy Research Association.
 
Michael C. McKenna, PhD, is Thomas G. Jewell Professor of Reading in the Curry School of Education 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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