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How to Plan Differentiated Reading Instruction: Resources...

How to Plan Differentiated Reading Instruction: Resources for Grades K-3TitoloHow to Plan Differentiated Reading Instruction: Resources for Grades K-3
AutoreWalpole, Sharon ; McKenna, Michael C.
Prezzo
Sconto -2%
€ 26,29   Spedizioni gratuite in Italia
(Prezzo € 26,83)
CategoriaEducation: Teaching Methods & Materials - Reading & Phonics
Education: Preschool & Kindergarten
Education: Elementary
RilegaturaPaperback
Dati177 p.; ill.
Anno2009
EditoreGuilford Publications
CollanaSolving Problems in the Teaching of Literacy (Paperback)
Normalmente disponibile per la spedizione entro 5 giorni lavorativi

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Descrizione
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 [i]"Differentiated Reading Instruction: Strategies for the Primary Grades[/i], "which offers a complete introduction to the authors' approach.

Indice e argomenti trattati
What Do We Mean by Differentiated Reading Instruction?
1
Major Approaches to Differentiation
2
Differentiation by Instructional Level
2
Differentiation by Fluency Level
3
Differentiation by Assessed Needs
4
Differentiation Within a Comprehensive Reading Program
4
Instructional Tiers
4
Instructional Schedules
7
Four Potential Groups
8
Tarceted, Temporary Instruction
8
A Professional Challenge
9
Summary
10
Using Assessments to Plan Differentiated Reading Instruction
11
Types of Assessments
11
Systematic Assessment of Needs
13
Using Assessments to Form Small Groups
14
Using Assessments to Plan and Evaluate Instruction
15
Using Assessments to Match Books and Children
16
Assessing The Suitability of Books For Fluency Instruction
17
Assesing The Suitability of Books for Read-Alouds
17
Assessing The Suitability of Books for Reading
18
Summary
18
Targeting Phonological Awareness and Word Recognition
19
Who Needs This Instruction?
19
What Does This Instruction Look Like?
21
How Can You Plan This Instruction?
22
Planning for the Basic Alphabet Knowledge Group
23
Planning for the Using Letter Sounds Group
24
Planning for the Using Letter Patterns Group
25
Strategies For Every Pupil Response
26
Taking Stock
26
Summary
27
Appendix 3.1. Lesson Plans
28
Targeting Word Recognition and Fluency
55
Who Needs This Instruction?
55
What Does This Instruction Look Like?
57
How Can You Plan This Instruction?
61
Strategies For Every Pupil Response
64
Taking Stock
65
Summary
67
Appendix 4.1. Lesson Plans
68
Targeting Fluency and Comprehension
96
Who Needs This Instruction?
96
What Does This Instruction Look Like?
97
How Can You Plan This Instruction?
99
Which Books Should We Choose?
100
Which Instructional Methods Should We Use?
101
Syllable Types
103
Echo Reading
103
Choral Reading
104
Partner Reading
105
Whisper Reading
106
Which Questions Should We Ask?
107
Strategies For Every Pupil Response
108
Taking Stock
108
Summary
110
Appendix 5.1 Lesson Plans
111
Targeting Vocabulary and Comprehension
118
Who Needs This Instruction?
119
What Does This Instruction Look Like?
120
How Can You Plan This Instruction?
121
Which Words and Strategies Should We Teach?
122
Which Instructional Methods Should We Use?
124
Strategies For Every Pupil Response
129
How Can We Design a Lesson?
130
Taking Stock
131
Summary
132
Appendix 6.1 Lesson Plans
133
Making Differentiation Schoolwide
159
Factors Influencing Motivation
160
Usable Student Achievement Data
161
Implications for Teachers
161
Implications for Teacher Leaders
162
Mistakes to Avoid
162
Flexible Decision Making
162
Implications for Teachers
163
Implications for Teacher Leaders
163
Mistakes to Avoid
164
Strategies for Reflection
165
Implications for Teachers
165
Implications for Teacher Leaders
166
Mistakes to Avoid
166
Problem-Solving Climate
167
Implications for Teachers
167
Implications for Teache Leaders
167
Mistakes to Avoid
168
A Final Plea
168
References169
Index173

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