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  20210104142526

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  cr cnu---unuuu

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  190914s2020 nyu ob 001a engd

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  ▼a  9781462540877
  ▼q  (electronic bk.)

• 020

  ▼a  1462540872
  ▼q  (electronic bk.)

• 035

  ▼a  2155055
  ▼b  (N$T)

• 035

  ▼a  (OCoLC)1119612692

• 040

  ▼a  EBLCP
  ▼b  eng
  ▼c  EBLCP
  ▼d  OCLCQ
  ▼d  248023
  ▼d  N$T
  ▼e  rda

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  ▼a  MAIN

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  ▼a  LB1573
  ▼b  .W33 2020eb

• 082

  ▼a  372.4
  ▼2  23

• 100

  ▼a  Walpole, Sharon,
  ▼e  author.

• 245

  ▼a  Differentiated literacy instruction in grades 4 and 5:
  ▼b  strategies and resources /:
  ▼c  Sharon Walpole, Michael C. McKenna, Zoi A. Philippakos, John Z. Strong.
  ▼h  [electronic resource].

• 246

  ▼a  Differentiated literacy instruction in grades 4 & 5

• 250

  ▼a  Second edition.

• 260

  ▼a  New York:
  ▼b  The Guilford Press,
  ▼c  [2020].

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  ▼a  1 online resource.

• 336

  ▼a  text
  ▼b  txt
  ▼2  rdacontent

• 337

  ▼a  computer
  ▼b  c
  ▼2  rdamedia

• 338

  ▼a  online resource
  ▼b  cr
  ▼2  rdacarrier

• 504

  ▼a  Includes bibliographical references and index.

• 505

  ▼a  Cover; Half Title Page; Title Page; Copyright; Dedication; About the Authors; Preface; Contents; 1. Differentiation and Tiered Instruction; The K-3 Differentiation Model; Our Stairway to Proficiency; Differentiation and RTI; Rethinking Grade-Level Instruction; Differentiation for Upper Elementary Students; Looking Ahead; 2. Designing an Upper Elementary Literacy Program; Instructional Time and Instructional Teams; Grouping Strategies; Planning for Standards; Evaluating Instructional Materials; 3. Research on Upper Elementary Readers and Writers; Stages of Reading Development

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  ▼a  The Fourth-Grade SlumpThe Potential for Rethinking High-Quality Tier 1 Instruction; The Added Value of Targeted Differentiated Instruction; The Need for Continued Intensive Interventions; Including English Language Learners; 4. Choosing and Using Reading Assessments; Types and Purposes of Assessments; Organizing for Assessment; A Coordinated Plan for Assessment; A Final Word; 5. Building Word Recognition; Foundational Knowledge about Word Recognition Development; Tier 1 Instruction in Word Recognition; Tier 2 Instruction in Word Recognition; Choosing Tier 3 Programs for Word Recognition

• 505

  ▼a  6. Building FluencyFoundational Knowledge about Fluency Development; Tier 1 Instruction in Fluency; Tier 2 Instruction in Fluency; Choosing Tier 3 Programs for Fluency; 7. Building Vocabulary; Foundational Knowledge about Vocabulary Development; Tier 1 Instruction in Vocabulary; Tier 2 Instruction in Vocabulary; Choosing Tier 3 Programs for Vocabulary; 8. Building Comprehension; Foundational Knowledge about Comprehension Development; Tier 1 Instruction in Comprehension; Tier 2 Instruction in Comprehension; Choosing Tier 3 Programs for Comprehension; 9. Building Writing Competence

• 505

  ▼a  Foundational Knowledge about Writing DevelopmentTier 1 Instruction in Writing; Tier 2 Instruction in Writing; Choosing Tier 3 Programs for Writing; 10. Putting It All Together; Spring: Make Strategic Curriculum Decisions; Summer: Make Strategic Assessment and Grading Decisions; Early Fall: Make Strategic Management Decisions; Later Fall: Build the Differentiation Model; All Year: Engage in Meaningful Collaborations; An Invitation; Appendices. Reproducible Classroom Materials; Appendix A. Tier 1 Planning Templates; Appendix B. Sample Tier 1 Nonfiction Shared Reading Instruction

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  ▼a  Appendix C. Sample Tier 1 Interactive Read-Aloud InstructionAppendix D. Sample Tier 1 Narrative Writing Unit; Appendix E. Informal Decoding Inventory; Appendix F. Multisyllabic Decoding Lessons; Appendix G. Fluency and Comprehension Sample Plans; Appendix H. Text Structure Graphic Organizers; Appendix I. Vocabulary and Comprehension Sample Plans; References; Index

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  ▼a  "Now revised and updated, with many new lesson plans and a new chapter on writing instruction, this trusted book guides upper-elementary teachers to design and implement a research-based literacy program. The expert authors show how to teach and assess students in differentiated small groups, and explain how instruction works in a tiered response-to-intervention model. Included are extensive reproducible lesson plans and other tools for building students' skills in word recognition, fluency, vocabulary, comprehension, and writing. The convenient large-size format facilitates photocopying; purchasers also get access to a Web page where they can download and print the reproducible materials. Prior edition title: Differentiated Reading Instruction in Grades 4 and 5. Subject Areas/Key Words: differentiated reading instruction, intermediate grades, upper elementary students, teaching reading, small-group, differentiating instruction, differentiation, lesson plans, planning, lessons, assessments, response to intervention, RTI, comprehension, curriculum, fluency, interventions, elementary reading methods, struggling readers, teachers, vocabulary, word recognition, words, writing, decoding"--
  ▼c  Provided by publisher.

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  ▼a  Description based on print version record.

• 650

  ▼a  Reading (Elementary)

• 650

  ▼a  Individualized instruction.

• 700

  ▼a  McKenna, Michael C.,
  ▼e  author.

• 700

  ▼a  Philippakos, Zoi A.,
  ▼e  author.

• 700

  ▼a  Strong, John Z.,
  ▼e  author.

• 776

  ▼i  Print version:
  ▼a  Walpole, Sharon.
  ▼t  Differentiated literacy instruction in grades 4 and 5.
  ▼b  Second edition.
  ▼d  New York : The Guilford Press, [2020],
  ▼z  9781462540815
  ▼w  (DLC) 2019028523
  ▼w  (OCoLC)1119096729

• 856

  ▼3  EBSCOhost
  ▼u  http://search.ebscohost.com/login.aspx?direct=true&scope=site&db=nlebk&db=nlabk&AN=2155055

• 990

  ▼a  강리원

• 991

  ▼a  eBook