1. Setting the Stage
2. Models of Differentiation and Tiered Instruction
3. Using Assessments to Guide Differentiation
4. Targeting Phonological Awareness and Word Recognition
5. Targeting Word Recognition and Fluency
6. Targeting Fluency and Comprehension
7. Targeting Vocabulary and Comprehension
8. Making Differentiation Schoolwide
Sharon Walpole, PhD, is Professor in the School of Education at
the University of Delaware. She has extensive school-based
experience designing and implementing tiered instructional
programs. Dr. Walpole has also been involved in federally funded
and other schoolwide reform projects. Her current work involves the
design and effects of schoolwide reforms. She has coauthored or
coedited several books, including How to Plan Differentiated
Reading Instruction, Second Edition: Resources for Grades K-3;
The Literacy Coach's Handbook, Second Edition; and
Organizing the Early Literacy Classroom. Dr. Walpole is also
Series Editor, with Michael C. McKenna, of The Essential Library
of PreK-2 Literacy. She is a recipient of the Early Career
Award for Significant Contributions to Literacy Research and
Education from the Literacy Research Association and the Excellence
in Teaching Award from the University of Delaware.
Michael C. McKenna, PhD, was Thomas G. Jewell Professor of Reading
in the Curry School of Education at the University of Virginia
until his death in 2016. He authored, coauthored, or edited more
than 20 books, including Assessment for Reading Instruction,
Third Edition; How to Plan Differentiated Reading
Instruction, Second Edition: Resources for Grades K-3; and
Organizing the Early Literacy Classroom; as well as over 100
articles, chapters, and technical reports on a range of literacy
topics. Dr. McKenna also served as Series Editor, with Sharon
Walpole, of The Essential Library of PreK-2 Literacy. His
research was sponsored by the National Reading Research Center and
the Center for the Improvement of Early Reading Achievement. He was
a corecipient of the Edward B. Fry Book Award from the Literacy
Research Association and the Award for Outstanding Academic Books
from the American Library Association, and a member of the Reading
Hall of Fame.
"A smart, 'must-have' book for teachers, interventionists, and
literacy coaches. Walpole and McKenna present a roadmap for a
coordinated approach to assessment and instruction, while keeping
the focus on the needs of individual students. The volume offers
cost-effective models of instruction to meet the diverse needs of
young learners. The many reproducible lesson plans and other tools
are a bonus!"--Jennifer Allen, MEd, literacy specialist/coach,
Waterville Public Schools, Maine
"This practical book provides the specific guidance needed for
precision teaching that differentiates reading instruction in daily
practice. The authors answer the many 'how-to' questions about
planning and logistics that beginning (and even more experienced)
teachers are likely to have. The lesson plans are certain to be
well thumbed, not only as instruction-ready resources, but also as
models for creating additional lessons targeting essential skills.
This second edition will be a welcome addition to the professional
libraries of all educators who want to provide high-quality
primary-grade reading instruction."--Kathleen A. Roskos, PhD,
Department of Education and School Psychology, John Carroll
University
"The book's realistic, straightforward approach to differentiation
provides teachers a viable way to embed differentiation into the
classroom. The step-by-step plans and assessment system enhance
professional learning. Teachers will appreciate how this book helps
them plan and problem solve."--Cary B. Riches, EdD, Director of
Curriculum and Instruction (PreK-12), Brandywine School District,
Wilmington, Delaware -
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