Differentiated Literacy Instruction

Assessing, Grouping, Teaching
1. Auflage 2016
ISBN: 978-1-62159-056-9
Verlag: Taylor & Francis

Buch, Englisch, 212 Seiten, Format (B × H): 201 mm x 254 mm, Gewicht: 476 g

The goal of this book is to answer the question What is differentiated instruction? It offers pre-service and in-service teachers the background and foundational skills they will need to understand, plan for, and achieve effective differentiated literacy instruction in their classrooms, based on individual student needs. Chapters provide essential information about how to analyze and synthesize data from assessments, use the information for grouping students, and then plan and implement differentiated instruction. Many specific, hands-on descriptions and exhibits are provided. Case studies of real classrooms demonstrate effective differentiated instructional techniques. End-of-chapter Practical Application questions allow readers to apply chapter concepts as they learn to motivate and teach diverse learners.

Autoren/Hrsg.

Wapole, Sharon

McKenna, Michael C.

Philippakos, Zoi A.

Strong, John Z.

Fachgebiete

• Geisteswissenschaften Sprachwissenschaft Alphabetisierung
• Sozialwissenschaften Pädagogik Pädagogik

Inhaltsverzeichnis

Chapter 1 Differentiated Instruction: Building Background
Chapter 2 Classroom Context I: Literacy Instruction in a Primary-Level Exemplary Classroom
Chapter 3 Classroom Context II: Literacy Instruction in a Middle-Level Exemplary Classroom
Chapter 4 Managing Small-Group Reading Instruction: Keeping All Students Engaged in Literacy Learning
Chapter 5 Starting with Assessment: Beginning with the End in Mind
Chapter 6 Analyzing the Assessments: Using Data to Design Differentiated Instruction
Chapter 7 Planning the Lesson Focus
Chapter 8 Selecting Texts
Chapter 9 Providing Differentiated Support for Students
Parting Thoughts
Appendix A Instructional Tools
Appendix B Assessment Tools
Appendix C Planning and Data Tools
Index

Über Autor(innen)

Julie W. Ankrum is an Assistant Professor in the Department of Professional Studies in Education, Indiana University of Pennsylvania, USA.