Sharon Walpole, Michael C McKenna
How to Plan Differentiated Reading Instruction
Resources for Grades K-3
Sharon Walpole, Michael C McKenna
How to Plan Differentiated Reading Instruction
Resources for Grades K-3
- Gebundenes Buch
- Merkliste
- Auf die Merkliste
- Bewerten Bewerten
- Teilen
- Produkt teilen
- Produkterinnerung
- Produkterinnerung
Many K-3 teachers have relied on this book now with more than 50% new material to plan and deliver effective literacy instruction tailored to each student's needs.
Andere Kunden interessierten sich auch für
- Kathy GanskeWord Journeys102,99 €
- Lynn M GelzheiserComprehensive Reading Intervention in Grades 3-891,99 €
- Sunday CumminsClose Reading of Informational Sources60,99 €
- Darrell MorrisDiagnosis and Correction of Reading Problems64,99 €
- Comprehension Instruction102,99 €
- Children's Literature in the Reading Program58,99 €
- Isabel L BeckCreating Robust Vocabulary53,99 €
-
-
-
Many K-3 teachers have relied on this book now with more than 50% new material to plan and deliver effective literacy instruction tailored to each student's needs.
Produktdetails
- Produktdetails
- Verlag: Guilford Publications
- 2nd edition
- Seitenzahl: 284
- Erscheinungstermin: 4. Juli 2017
- Englisch
- Abmessung: 279mm x 206mm x 23mm
- Gewicht: 907g
- ISBN-13: 9781462548989
- ISBN-10: 1462548989
- Artikelnr.: 62309681
- Verlag: Guilford Publications
- 2nd edition
- Seitenzahl: 284
- Erscheinungstermin: 4. Juli 2017
- Englisch
- Abmessung: 279mm x 206mm x 23mm
- Gewicht: 907g
- ISBN-13: 9781462548989
- ISBN-10: 1462548989
- Artikelnr.: 62309681
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 School of Education and Human Development at the University of Virginia until his death in 2016. He authored, coauthored, or edited more than 20 books and 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.
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
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
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
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