| What Do We Mean by Differentiated Reading Instruction? |
| | 1 | |
| Major Approaches to Differentiation |
| | 2 | |
| Differentiation by Instructional Level |
| | 2 | |
| Differentiation by Fluency Level |
| | 3 | |
| Differentiation by Assessed Needs |
| | 4 | |
| Differentiation Within a Comprehensive Reading Program |
| | 4 | |
| | 4 | |
| | 7 | |
| | 8 | |
| Tarceted, Temporary Instruction |
| | 8 | |
| | 9 | |
| | 10 | |
| Using Assessments to Plan Differentiated Reading Instruction |
| | 11 | |
| | 11 | |
| Systematic Assessment of Needs |
| | 13 | |
| Using Assessments to Form Small Groups |
| | 14 | |
| Using Assessments to Plan and Evaluate Instruction |
| | 15 | |
| Using Assessments to Match Books and Children |
| | 16 | |
| Assessing The Suitability of Books For Fluency Instruction |
| | 17 | |
| Assesing The Suitability of Books for Read-Alouds |
| | 17 | |
| Assessing The Suitability of Books for Reading |
| | 18 | |
| | 18 | |
| Targeting Phonological Awareness and Word Recognition |
| | 19 | |
| Who Needs This Instruction? |
| | 19 | |
| What Does This Instruction Look Like? |
| | 21 | |
| How Can You Plan This Instruction? |
| | 22 | |
| Planning for the Basic Alphabet Knowledge Group |
| | 23 | |
| Planning for the Using Letter Sounds Group |
| | 24 | |
| Planning for the Using Letter Patterns Group |
| | 25 | |
| Strategies For Every Pupil Response |
| | 26 | |
| | 26 | |
| | 27 | |
| Appendix 3.1. Lesson Plans |
| | 28 | |
| Targeting Word Recognition and Fluency |
| | 55 | |
| Who Needs This Instruction? |
| | 55 | |
| What Does This Instruction Look Like? |
| | 57 | |
| How Can You Plan This Instruction? |
| | 61 | |
| Strategies For Every Pupil Response |
| | 64 | |
| | 65 | |
| | 67 | |
| Appendix 4.1. Lesson Plans |
| | 68 | |
| Targeting Fluency and Comprehension |
| | 96 | |
| Who Needs This Instruction? |
| | 96 | |
| What Does This Instruction Look Like? |
| | 97 | |
| How Can You Plan This Instruction? |
| | 99 | |
| Which Books Should We Choose? |
| | 100 | |
| Which Instructional Methods Should We Use? |
| | 101 | |
| | 103 | |
| | 103 | |
| | 104 | |
| | 105 | |
| | 106 | |
| Which Questions Should We Ask? |
| | 107 | |
| Strategies For Every Pupil Response |
| | 108 | |
| | 108 | |
| | 110 | |
| Appendix 5.1 Lesson Plans |
| | 111 | |
| Targeting Vocabulary and Comprehension |
| | 118 | |
| Who Needs This Instruction? |
| | 119 | |
| What Does This Instruction Look Like? |
| | 120 | |
| How Can You Plan This Instruction? |
| | 121 | |
| Which Words and Strategies Should We Teach? |
| | 122 | |
| Which Instructional Methods Should We Use? |
| | 124 | |
| Strategies For Every Pupil Response |
| | 129 | |
| How Can We Design a Lesson? |
| | 130 | |
| | 131 | |
| | 132 | |
| Appendix 6.1 Lesson Plans |
| | 133 | |
| Making Differentiation Schoolwide |
| | 159 | |
| Factors Influencing Motivation |
| | 160 | |
| Usable Student Achievement Data |
| | 161 | |
| Implications for Teachers |
| | 161 | |
| Implications for Teacher Leaders |
| | 162 | |
| | 162 | |
| | 162 | |
| Implications for Teachers |
| | 163 | |
| Implications for Teacher Leaders |
| | 163 | |
| | 164 | |
| Strategies for Reflection |
| | 165 | |
| Implications for Teachers |
| | 165 | |
| Implications for Teacher Leaders |
| | 166 | |
| | 166 | |
| | 167 | |
| Implications for Teachers |
| | 167 | |
| Implications for Teache Leaders |
| | 167 | |
| | 168 | |
| | 168 | |
| References | | 169 | |
| Index | | 173 | |
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