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How to Plan Differentiated Reading Instruction

Second Edition
Resources for Grades K-3

Sharon Walpole and Michael C. McKenna

A Paperback Originale-bookprint + e-book
A Paperback Original
July 4, 2017
ISBN 9781462531516
Price: $32.00 $27.20
284 Pages
Size: 8" x 10½"
Convenient Lay-Flat Binding
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e-book
May 16, 2017
PDF ?
Price: $32.00 $27.20
284 Pages
Convenient Lay-Flat Binding
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print + e-book
A Paperback Original + e-Book (PDF) ?
Price: $64.00 $35.20
284 Pages
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Tens of thousands of K–3 teachers have relied on this book—now revised and expanded with more than 50% new material—to plan and deliver effective literacy instruction tailored to each student's needs. The authors provide a detailed framework for implementing differentiated small-group instruction over multiweek cycles. Each component of the beginning reading program is addressed—phonological awareness, word recognition, fluency, vocabulary, and comprehension. In a large-size format with lay-flat binding for easy photocopying, the book includes dozens of reproducible lesson plans, instructional activities, assessment forms, and other tools. Purchasers get access to a Web page where they can download and print the reproducible materials.

New to This Edition

“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

Table of Contents

1. Setting the Stage sample

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


About the Authors

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.

Audience

Classroom teachers in grades K–3; staff developers and reading coaches; teacher educators.

Course Use

May serve as a supplemental text in advanced undergraduate- and graduate-level courses.
Previous editions published by Guilford:

First Edition, © 2009
ISBN: 9781606232644
New to this edition: