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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.
*Connecting writing and reading improves learning in both areas;
this practical, research-based teacher resource shows how to do it
at all grade levels. *Ideal for professional development and course
use--includes Guiding Questions, detailed examples, and clear
recommendations. *Explains writing-reading integration in language
arts, social studies, science, and math. *Editors and contributors
include many well-known scholars and teacher educators.
*Bestselling resource for grades 4-5, now updated: 30% new material
broadens the focus beyond reading, with a new chapter on writing
instruction. *Day-to-day strategies and resources include dozens of
reproducible lesson plans and templates, many new and all now
available for download. *Extremely practical and research based.
*From recognized experts. *Prior edition title: Differentiated
Reading Instruction in Grades 4 and 5.
*Comprehensive introduction to DBR as a method for maximizing
collaboration between researchers and school-based practitioners.
*Presents applications across grade levels and content areas
(language arts, science, and math), including international
examples. *Special topics include supporting digital literacies,
designing assessment tools, and DBR with second-language learners.
*Shows the relevance of DBR for instructional innovations as well
as teacher preparation, professional development, and graduate
dissertations. *Of particular interest in the U.S., Canada, the
U.K., Finland, and the Netherlands.
Tested and fine-tuned in K-2 classrooms, this book provides
engaging lessons and materials for teaching the three genres of
writing--opinion, procedural, and story--that provide a foundation
for beginning writers' persuasive, informative, and narrative
writing skills. The authors' approach integrates strategy
instruction, self-regulated learning, and dialogic interactions
such as role play. Packed with 55 reproducible planning forms and
student handouts, the book makes connections between writing and
reading in ways that support growth in both areas, address learning
standards, and promote writing across the instructional day.
Appendices contain numerous resources to support teachers' and
administrators' professional learning. The large-size format
facilitates photocopying; purchasers also get access to a Web page
where they can download and print the reproducible materials. See
also the authors' Developing Strategic Writers through Genre
Instruction: Resources for Grades 3-5.
*Bestselling resource for grades 4-5, now updated: 30% new material
broadens the focus beyond reading, with a new chapter on writing
instruction. *Day-to-day strategies and resources include dozens of
reproducible lesson plans and templates, many new and all now
available for download. *Extremely practical and research based.
*From recognized experts. *Prior edition title: Differentiated
Reading Instruction in Grades 4 and 5.
Tested and fine-tuned in K-2 classrooms, this book provides
engaging lessons and materials for teaching the three genres of
writing--opinion, procedural, and story--that provide a foundation
for beginning writers' persuasive, informative, and narrative
writing skills. The authors' approach integrates strategy
instruction, self-regulated learning, and dialogic interactions
such as role play. Packed with 55 reproducible planning forms and
student handouts, the book makes connections between writing and
reading in ways that support growth in both areas, address learning
standards, and promote writing across the instructional day.
Appendices contain numerous resources to support teachers' and
administrators' professional learning. The large-size format
facilitates photocopying; purchasers also get access to a Web page
where they can download and print the reproducible materials. See
also the authors' Developing Strategic Writers through Genre
Instruction: Resources for Grades 3-5.
This book describes an innovative, evidence-based method for
preparing students for the demands of college writing called
Supporting Strategic Writers (SSW). The goal of SSW is to help
students become independent learners who understand the value of
strategies and can apply them flexibly in future courses and the
workplace. The text provides genre-based strategies for rhetorical
analysis, planning, evaluation and revision, critical reading of
sources, and synthesis of sources that are part of college
composition and applicable across contexts and course assignments.
Equally important to the SSW approach is that students learn
metacognitive strategies for goal setting, task management,
progress monitoring, and reflection. Instructional methods include
discussion of model essays, think-aloud modeling of strategies,
collaborative writing, peer review and self-evaluation, and
reflective journaling. Book Features: Integrates three critical
components: strategies for critical reading and writing,
metacognitive strategies to help students take control of their
learning, and pedagogical strategies. Provides research-based
approaches for teaching developmental writing courses, first-year
composition, summer bridge programs, and first-year seminars.
Offers thorough explanations of the strategies and instructional
methods, with practical examples and support materials for
instructors. Based on two years of design research and three
experimental studies which found significant positive effects on
writing quality and motivation with college students in
developmental writing courses.
*Connecting writing and reading improves learning in both areas;
this practical, research-based teacher resource shows how to do it
at all grade levels. *Ideal for professional development and course
use--includes Guiding Questions, detailed examples, and clear
recommendations. *Explains writing-reading integration in language
arts, social studies, science, and math. *Editors and contributors
include many well-known scholars and teacher educators.
*Provides ready-to-use writing lessons for grades 3-5 in the major
genres highlighted by CCSS: narrative, persuasive, and informative
writing. *Systematic approach is based in research on
self-regulated strategy instruction. *Clear, accessible
explanations of instruction for both the whole class and small
groups is included. *Practical features include a Study Guide
perfect for use in professional development, plus 64 reproducible
and downloadable lesson forms and handouts.
Sharing high-quality storybooks and nonfiction books is not only
enjoyable for young children and teachers -- it is also a powerful
way to build crucial literacy skills. This engaging guide provides
effective strategies for selecting books and using read-alouds to
develop children's oral language, vocabulary, concepts of print,
alphabet knowledge, phonological awareness, and comprehension.
Illustrated with rich examples from diverse classrooms, the book
takes teachers step by step through planning and setting goals for
read-alouds, as well as reflecting on each lesson to inform future
instruction. Helpful planning templates can be reproduced for
repeated use; the large-size format facilitates photocopying.
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