Differentiated Literacy Strategies for Student Growth and Achievement in Grades K-6
Today's teachers are accountable for accelerating literacy learning and achievement for learners at all stages of literacy development. This important resource gives teachers an instructional and assessment framework designed to promote the multiple competencies their learners need: functional literacy for phonics, spelling, and reading; content-area literacy for vocabulary, concept attainment, and comprehension; techological literacy for information searching, evaluation, and synthesis; and innovative literacy for creativity, growth, and life-long learning.
With a focus on research-based and differentiated strategies, noted authors Gayle Gregory and Lin Kuzmich offer teachers step-by-step guides to:
- Assessing diverse learners for literacy skills, competencies, learning styles, and learning gaps
- Implementing a broad array of strategies to move all students to the next stage in their literacy learning
- Creating lessons and activities that address all four literacy competencies in the differentiated classroom.
With more than 100 planning models, examples and checklists included, this book is the ideal resource for all primary teachers who want to close the achievement gap for emerging learners and insure the growth and development of all learners.
“All-encompassing. I kept turning the pages and saying to myself, ‘Oh and they included this and this and this.’ I am very impressed by the range of information.”
“Synthesizes information about differentiation, brain research, activities that help close the achievement gap, and No Child Left Behind.”
“Experienced teachers will remember what they have forgotten. New teachers will find that it reinforces prior learning. All teachers will learn new ideas and strategies. This book offers ideas for teachers of all levels and teachers who teach a diverse student population.”
“I often see other [books] on struggling readers in general, but I have not seen others that combine the specific needs of these varied populations in one book.”
“I applaud the authors’ understanding and respect for the children of diverse backgrounds and their recommendations on how teachers can handle them in a sensitive but effective manner. . . . New teachers especially, who feel challenged by this, would appreciate the guidance and support.”
