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Other titles in the Solving Problems in the Teaching of Literacy series:
How to Plan Differentiated Reading Instruction: Resources for Grades K-3 (Solving Problems in the Teaching of Literacy)by Sharon Walpole
Synopses & Reviews
Book News Annotation:
Walpole (education, U. of Delaware) and McKenna (reading, U. of Virginia) collaborate in producing their fourth text, based on work with teachers, literacy coaches, and administrators, to design and provide meaningful learning opportunities for children. Designed for K-3 teachers, the text includes an overview of the authors' approach to differentiated instruction, how it compares to other differentiation models, and how it addresses the use of assessments to plan differentiated reading instruction. The core of the text is four practical chapters, providing detailed explanations of differentiated instruction for phonological awareness and word recognition, word recognition and fluency, fluency and comprehension, and vocabulary and comprehension; each chapter includes ready-to-use sets of 3-week, small-group lesson plans. The authors conclude with suggestions for making differentiated reading instruction a schoolwide priority. Annotation ©2009 Book News, Inc., Portland, OR (booknews.com)
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.
About 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.
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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