Differentiated literacy instruction
Subtitle: assessing, grouping, teaching
By: Julie W. Ankrum, Indiana University of Pennsylvania
Publisher: Holcomb Hathaway, Publishers; Routledge
Published: 2017
Language: eng
Number of pages: 196
ISBN-13: 9781621590569
Subjects: Ability grouping in education; Individualized reading instruction
Notes: Includes bibliographical references and indexes.
Table of contents: title: Machine generated contents note:; title: 1.; title: Differentiated Instruction: Building Background --; title: What Is Differentiated Instruction? --; title: Why Differentiate? --; title: Support from Brain Research --; title: Differences in Student Learning Styles --; title: Students' Stages of Literacy Development --; title: A Brief History Of Differentiated Reading Instruction --; title: Whole-Class Ability Grouping --; title: Within-Class Ability Grouping --; title: Whole-Class Grouping --; title: Differentiated Reading Instruction For Today's Diverse Learners --; title: Educational Policy in Support of Differentiation --; title: Box: What do the Common Core State Standards say about differentiation? --; title: Support for Differentiation from Professional Organizations --; title: Conclusion --; title: Practical Application --; title: Recommended Resources --; title: References -- -- 2.; title: Classroom Context I: Literacy Instruction In A Primary-Level Exemplary Classroom --; title: Characteristics Of Research-Based Effective Practices --; title: Box: Research-based characteristics of exemplary literacy instruction --; title: Daily Instructional Components Of The Literacy Block --; title: Interactive Read-Aloud --; title: Differentiated Small-Group Reading Instruction: Guided Reading --; title: Shared Reading Experience --; title: Independent Reading/Individual Reading Conferences --; title: Writing Instruction: Writing Workshop --; title: Conclusion --; title: Practical Application --; title: Recommended Resources --; title: References -- -- 3.; title: Classroom Context II: Literacy Instruction In A Middle-Level Exemplary Classroom --; title: The Literacy Block --; title: Mini-Lesson in Reading --; title: Differentiated Small-Group Reading Instruction: Book Club --; title: Interactive Read-Aloud --; title: Independent Reading/Individual Reading Conferences --; title: Writing Instruction: Writing Workshop --; title: Literacy Integration --; title: Conclusion --; title: Practical Application --; title: Recommended Resources --; title: References -- -- 4.; title: Managing Small-Group Reading Instruction: Keeping All Students Engaged In Literacy Learning --; title: Building Background: Effective Classroom Management --; title: Managing Time in the Literacy Block --; title: Managing the Physical Environment --; title: Implementing And Managing Student Activities --; title: Literacy Centers --; title: Box: Commonly used literacy centers --; title: Box: Guidelines for literacy center routines --; title: Classroom Snapshot: Mrs. Jones's Literacy Centers: "Ticket work" --; title: Variations and Alternatives to Literacy Centers --; title: Classroom Snapshot: Tricia Stuck's choice learning activities --; title: Conclusion --; title: Practical Application --; title: Recommended Resources --; title: References -- -- 5.; title: Starting with Assessment: Beginning With The End In Mind --; title: Building Background For Assessment: What And Why --; title: Assessments To Inform Reading Instruction --; title: Concepts About Print Assessment --; title: Letter/Sound Identification Assessment --; title: Qualitative Spelling Inventory --; title: Word Recognition Inventory --; title: Benchmark Text Reading Level Assessments --; title: Retelling --; title: Fluency Measures --; title: Interest and Attitude Inventories --; title: Running Records --; title: Box: Assessing English learners --; title: Finding Time To Conduct Assessments --; title: Classroom Snapshot: Mr. Waverly's Integration of Assessment and Instruction --; title: Conclusion --; title: Practical Application --; title: Recommended Resources --; title: References -- -- 6.; title: Analyzing the Assessments: Using Data To Design Differentiated Instruction -- -- Assessment 1; title: Qualitative Spelling Inventory -- -- Assessment 2; title: Word Recognition -- -- Assessment 3; title: Text Reading Level -- -- Assessment 4; title: Oral Reading Fluency -- -- Assessment 5; title: Interest Inventory --; title: Analyzing And Using The Data --; title: Planning for Whole-Class Reading Instruction --; title: Planning for Differentiated Reading Instruction --; title: Heterogeneous Versus Homogeneous Groups --; title: Conclusion --; title: Practical Application --; title: Recommended Resources --; title: References -- -- 7.; title: Planning the Lesson Focus --; title: Classroom Profile --; title: Grouping Students --; title: The Yellow Group --; title: The Blue Group --; title: The Orange Group --; title: The White Group --; title: The Green Group --; title: Grouping Changes --; title: Determining Lesson Focus --; title: Addressing Developmental Needs --; title: Addressing Standards --; title: Classroom Snapshot: Ms. Shaw's Small-Group Lesson Plan Focus --; title: Planning The Structure Of The Lesson --; title: Guided Reading --; title: Book Club --; title: Literature Circles --; title: Conclusion --; title: Practical Application --; title: Recommended Resources --; title: References -- -- 8.; title: Selecting Texts --; title: What Makes A Text Easy, Hard, Or Complex? --; title: Text Readability --; title: Text Complexity --; title: Types Of Materials For Small-Group Instruction --; title: Leveled Readers --; title: Decodable Texts --; title: Core Reading Programs --; title: Trade Texts --; title: Conclusion --; title: Practical Application --; title: Recommended Resources --; title: References -- -- 9.; title: Providing Differentiated Support for Students --; title: The Gradual Release Of Responsibility Model Of Instruction --; title: Scaffolding Learners: The Essence Of Differentiation --; title: Verbal Scaffolding --; title: Lesson Frequency --; title: Conclusion --; title: Practical Application --; title: References --; title: Parting Thoughts --; title: APPENDICES -- -- A.; title: Instructional Tools -- -- A.1.; title: Peer Conference Form -- -- A.2.; title: Self-Editing Checklist -- -- A.3.; title: Literacy Center Routine Reminders -- -- A.4.; title: Reading Ticket -- -- A.5.; title: Using the Dictionary Handout -- -- A.6.; title: Fluency Self-Checklist -- -- A.7.; title: Building Compound Words Using Ladybug Wings -- -- A.8.; title: Scaffolding Handout for Informational Text -- -- A.9.; title: Scaffolding Handout for Narrative Text -- -- B.; title: Assessment Tools -- -- B.1.; title: Concepts About Print Assessment -- -- B.2.; title: Letter/Sound Identification Assessment -- -- B.3.; title: Generic Retelling Assessment Template -- -- B.4.; title: Written Retelling Rubric for Narrative Text -- -- B.5.; title: Written Retelling Rubric for Informational Text -- -- B.6.; title: Example Interest Inventory -- -- B.7.; title: Blank Running Record Form -- -- B.8.; title: Example Qualitative Spelling Inventory -- -- C.; title: Planning and Data Tools -- -- C.1.; title: Planning for Assessment -- -- C.2.; title: Template for Assessment Data Compilation Form -- -- C.3.; title: Literacy Assessment Correlation Chart.