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How to Plan Differentiated Reading Instruction, Second Edition: Resources for Grades K-3 2nd edition [Minkštas viršelis]

4.33/5 (436 ratings by Goodreads)
(University of Delaware, United States), (PhD (deceased), United States)
  • Formatas: Paperback / softback, 284 pages, aukštis x plotis: 259x203 mm, weight: 480 g
  • Serija: Solving Problems in the Teaching of Literacy
  • Išleidimo metai: 02-Aug-2017
  • Leidėjas: Guilford Press
  • ISBN-10: 1462531512
  • ISBN-13: 9781462531516
Kitos knygos pagal šią temą:
How to Plan Differentiated Reading Instruction, Second Edition: Resources for Grades K-3 2nd editionDidesnis paveikslėlis
  • Formatas: Paperback / softback, 284 pages, aukštis x plotis: 259x203 mm, weight: 480 g
  • Serija: Solving Problems in the Teaching of Literacy
  • Išleidimo metai: 02-Aug-2017
  • Leidėjas: Guilford Press
  • ISBN-10: 1462531512
  • ISBN-13: 9781462531516
Kitos knygos pagal šią temą:
Pastovi nuoroda: https://www.kriso.lt/db/9781462531516.html
Raktažodžiai:
This guide explains how to plan differentiated reading instruction for students in kindergarten through third grade by grouping students by their needs, using simple assessments to identify needs, and utilizing tiered instruction. It describes different forms of differentiation and how they can be a key component of tiered instruction, using assessments to guide differentiation, making differentiation schoolwide, and targeting pairings of skills: phonological awareness and word recognition, word recognition and fluency, fluency and comprehension, and vocabulary and comprehension. Revised and expanded, this edition updates the approach based on field testing, new research findings, and current standards and response-to-intervention frameworks. It includes reproducible tools (now downloadable), such as coaching templates and the Informal Decoding Inventory, and more on designing instruction and grouping students. Annotation ©2017 Ringgold, Inc., Portland, OR (protoview.com)

Tens of thousands of K–3 teachers have relied on this book--now revised and expanded with more than 50% new material--to plan and deliver effective literacy instruction tailored to each student's needs. The authors provide a detailed framework for implementing differentiated small-group instruction over multiweek cycles. Each component of the beginning reading program is addressed--phonological awareness, word recognition, fluency, vocabulary, and comprehension. In a large-size format with lay-flat binding for easy photocopying, the book includes dozens of reproducible lesson plans, instructional activities, assessment forms, and other tools. Purchasers get access to a Web page where they can download and print the reproducible materials.

New to This Edition
*Differentiation 2.0: the approach has been fine-tuned based on field testing, new research findings, and current standards and response-to-intervention frameworks.
*Many additional reproducible tools, such as coaching templates and the Informal Decoding Inventory.
*Beyond lesson plans and materials, the second edition offers more guidance for designing instruction and grouping students, making it a one-stop resource.
*Reproducible tools now available to download and print.


Tens of thousands of K-3 teachers have relied on this book--now revised and expanded with more than 50% new material--to plan and deliver effective literacy instruction tailored to each student's needs. The authors provide a detailed framework for implementing differentiated small-group instruction over multi-week cycles. Each component of the beginning reading program is addressed--phonological awareness, word recognition, fluency, vocabulary, and comprehension. In a large-size format with lay-flat binding for easy photocopying, the book includes 58 reproducible lesson plans, instructional activities, assessment forms, and other tools. Purchasers get access to a Web page where they can download and print the reproducible materials.
 
New to This Edition
*Differention 2.0: the approach has been fine-tuned based on field testing, new research findings, and current standards and response-to-intervention frameworks.
*Many additional reproducible tools, such as coaching templates and the Informal Decoding Inventory.
*Beyond lesson plans and materials, the second edition offers more guidance for designing instruction and grouping students, making it a one-stop resource.
*Reproducible tools now available to download and print.
 

Recenzijos

"A smart, 'must-have' book for teachers, interventionists, and literacy coaches. Walpole and McKenna present a roadmap for a coordinated approach to assessment and instruction, while keeping the focus on the needs of individual students. The volume offers cost-effective models of instruction to meet the diverse needs of young learners. The many reproducible lesson plans and other tools are a bonus!"--Jennifer Allen, MEd, literacy specialist/coach, Waterville Public Schools, Maine

"This practical book provides the specific guidance needed for precision teaching that differentiates reading instruction in daily practice. The authors answer the many 'how-to' questions about planning and logistics that beginning (and even more experienced) teachers are likely to have. The lesson plans are certain to be well thumbed, not only as instruction-ready resources, but also as models for creating additional lessons targeting essential skills. This second edition will be a welcome addition to the professional libraries of all educators who want to provide high-quality primary-grade reading instruction."--Kathleen A. Roskos, PhD, Department of Education and School Psychology, John Carroll University

"The book's realistic, straightforward approach to differentiation provides teachers a viable way to embed differentiation into the classroom. The step-by-step plans and assessment system enhance professional learning. Teachers will appreciate how this book helps them plan and problem solve."--Cary B. Riches, EdD, Director of Curriculum and Instruction (PreK-12), Brandywine School District, Wilmington, Delaware -

1 Setting the Stage
1(7)
Model Basics
2(1)
Instructional Design
3(3)
Focus on Research
6(1)
Evidence of Effectiveness
6(2)
2 Models of Differentiation and Tiered Instruction
8(11)
Differentiation in All Content Areas
8(4)
Differentiation by Instructional Level
9(1)
Differentiation by Text Level
10(1)
Differentiation by Assessed Needs
11(1)
Tiered Instruction
12(7)
Intervention or Differentiation?
14(5)
3 Using Assessments to Guide Differentiation
19(23)
Background Knowledge
19(8)
Key Types of Assessments
20(1)
Using Assessments Systematically
20(1)
Organizing for Assessment
21(3)
Assessing Vocabulary and Comprehension
24(2)
Assessing Fluency
26(1)
Assessing Word Recognition, Letter Names, and Letter Sounds
26(1)
A Coordinated Plan for Assessment
27(3)
Using Assessments from Cycle to Cycle
27(2)
Maintaining Records of Assessment
29(1)
A Final Word
30(12)
4 Targeting Phonological Awareness and Word Recognition
42(56)
Background Knowledge
43(2)
Grouping Children for PAWB Instruction
45(2)
Instruction That Targets PAWR
47(1)
How Did We Plan This Instruction?
48(8)
Planning for the Basic Alphabet Knowledge Group
49(3)
Planning for the Using Letter Sounds Group
52(1)
Planning for the Using Letter Patterns Group
53(1)
Planning for the Dictated Sentences Group
54(2)
Strategies for Every-Pupil-Response Techniques
56(1)
Taking Stock
57(1)
Summary
57(2)
Appendix 4.1 Lesson Plans
59(39)
5 Targeting Word Recognition and Fluency
98(100)
Background Knowledge
98(2)
Grouping Children for WRAF Instruction
100(2)
Instruction That Targets WRAF
102(2)
How Did We Plan This Instruction?
104(6)
Planning for the Blends and Digraphs Group and the R-Controlled Vowels Group
106(2)
Planning for the VCe Group
108(1)
Planning for the Vowel Teams Group
109(1)
Strategies for Every-Pupil-Response Techniques
110(1)
Taking Stock
111(2)
Summary
113(2)
Appendix 5.1 Lesson Plans
115(83)
6 Targeting Fluency and Comprehension
198(42)
Background Knowledge
198(3)
Grouping Children for FAC Instruction
201(1)
Instruction That Targets FAC
202(2)
Research on Repeated Readings
202(1)
Research on Approaches to Oral Reading
203(1)
Research on Multisyllabic Decoding
204(1)
How Did We Plan This Instruction?
204(6)
Choosing Texts
204(1)
Choosing the Instructional Format
205(1)
Planning for Fluency with Multisyllabic Decoding
206(2)
Planning for Fluency without Multisyllabic Decoding
208(2)
Strategies for Every-Pupil-Response Techniques
210(1)
Taking Stock
210(1)
Summary
211(2)
Appendix 6.1 Lesson Plans
213(27)
7 Targeting Vocabulary and Comprehension
240(28)
Background Knowledge
241(1)
VAC for Fluent Readers
241(1)
Grouping Children for VAC Instruction
241(1)
Instruction That Targets VAC
242(3)
Research on Teaching Comprehension Strategies
242(1)
Research on Teaching Text Structure
242(1)
Research on Teaching Vocabulary
243(1)
Upward Mobility in a VAC Group
243(2)
How Did We Plan This Instruction?
245(6)
How Does the Length of the Books Fit into a Lesson Cycle?
245(1)
Which Books Should We Choose?
245(1)
Which Words Should We Teach?
246(1)
How Should We Teach Comprehension?
247(1)
Which Instructional Methods Should We Use?
248(1)
Lesson Format for VAC
248(3)
Strategies for Every-Pupil-Response Techniques
251(1)
Taking Stock
251(1)
Summary
251(2)
Appendix 7.1 Lesson Plans
253(15)
8 Making Differentiation Schoolwide
268(6)
Teachers Need a Strong Tier 1 Curriculum
268(1)
Teachers Need Time to Teach
269(1)
Teachers Need Organized Differentiation Materials
270(1)
Teachers Need Structure and Support
270(2)
Teachers Need Leaders Who Understand Instruction
272(1)
Teachers Need One Another
272(1)
A Final Invitation
272(2)
References 274(6)
Index 280
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. She has coauthored or coedited several books, including How to Plan Differentiated Reading Instruction, Second Edition: Resources for Grades K-3; The Literacy Coachs Handbook, Second Edition; and Organizing the Early Literacy Classroom. Dr. Walpole is also Series Editor, with Michael C. McKenna, of The Essential Library of PreK-2 Literacy. She is a recipient of the Early Career Award for Significant Contributions to Literacy Research and Education from the Literacy Research Association and the Excellence in Teaching Award from the University of Delaware.

Michael C. McKenna, PhD, was Thomas G. Jewell Professor of Reading in the School of Education and Human Development at the University of Virginia until his death in 2016. He authored, coauthored, or edited more than 20 books and over 100 articles, chapters, and technical reports on a range of literacy topics. Dr. McKenna also served as Series Editor, with Sharon Walpole, of The Essential Library of PreK-2 Literacy. His research was sponsored by the National Reading Research Center and the Center for the Improvement of Early Reading Achievement. He was a corecipient of the Edward B. Fry Book Award from the Literacy Research Association and the Award for Outstanding Academic Books from the American Library Association, and a member of the Reading Hall of Fame.