Differentiated Literacy Strategies for Student Growth and Achievement in Grades K-6
Autor Gayle H. Gregory, Linda M. Kuzmichen Limba Engleză Paperback – 5 ian 2005
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.
| Toate formatele și edițiile | Preț | Express |
|---|---|---|
| Paperback (1) | 296.89 lei 6-8 săpt. | |
| SAGE Publications – 5 ian 2005 | 296.89 lei 6-8 săpt. | |
| Hardback (1) | 535.12 lei 6-8 săpt. | |
| SAGE Publications – 5 ian 2005 | 535.12 lei 6-8 săpt. |
Preț: 296.89 lei
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Specificații
ISBN-10: 0761988815
Pagini: 240
Dimensiuni: 178 x 254 x 13 mm
Greutate: 0.43 kg
Ediția:1
Editura: SAGE Publications
Colecția Corwin
Locul publicării:Thousand Oaks, United States
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Recenzii
“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.”
Cuprins
Acknowledgments
About the Authors
Introduction: Multiple Competencies in Literacy
1. Accelerating Literacy Learning
2. Creating a Climate for Literacy Learning
3. Knowing the Literacy Learner
4. Functional Literacy
5. Content Area Literacy
6. Technological Literacy
7. Innovative Literacy
8. Managing Instruction in the Differentiated Literacy Classroom
References
Index
Notă biografică
Gayle H. Gregory is first and foremost a teacher, having experienced teaching and learning in elementary, middle, and secondary schools, community colleges, and universities. She has had extensive district-wide experience as a curriculum consultant and staff development coordinator. Gayle was principal/course director at York University for the Faculty of Education, teaching in the teacher education program.
Her areas of expertise include brain-compatible learning, differentiated instructional and assessment strategies, block scheduling, emotional intelligence, student motivation, RTI Tier One, collaborative learning, common core, renewal of secondary schools, enhancing teacher quality, coaching and mentoring, managing change, and building professional learning communities. She also a trainer for Visible Learning Plus with Corwin.
She is an author of numerous books related to educational neuroscience and differentiated instruction, assessment, and curriculum, including the following titles:
¿ Data Driven Differentiation in the Standards-Based Classroom, Second Edition (2014, with Lin Kuzmich)
¿ Differentiated Instructional Strategies: One Size Doesn¿t Fit All, Third Edition (2013, with Carolyn Chapman)
¿ Differentiated Instructional Strategies Professional Learning Guide: One Size Doesn¿t Fit All, Third Edition (2013)
¿ Differentiated Literacy Strategies for English Language Learners, Grades K¿6 and Differentiated Literacy Strategies for English Language Learners, Grades 7¿12 (2011, with Amy Burkman)
¿ Differentiated Instructional Strategies for the Block Schedule (2010, with Lynne E. Herndon)
¿ Student Teams That Get Results: Teaching Tools for the Differentiated Classroom (2009, with Lin Kuzmich)
¿ Teacher Teams That Get Results: 61 Strategies for Sustaining and Renewing Professional Learning Communities (2009, with Lin Kuzmich)
¿ Differentiated Instructional Strategies for Science, Grades K¿8 (2009, with Elizabeth Hammerman)
¿ Differentiating Instruction With Style: Aligning Teacher and Learner Intelligences for Maximum Achievement (2005)
¿ The Activities for Differentiated Classroom series (2007, with Carolyn Chapman)
She is affiliated with organizations such as ASCD and Learning Forward. Her ASCD publication is The Motivated Brain: Improving Student Attention engagement and Perseverance (2015, with Martha Kaufeldt).
Gayle consults internationally with teachers, administrators, and staff developers.
She and her family of two daughters and two granddaughters all reside in Burlington, Ontario.
Gayle is committed to lifelong learning and professional growth for herself and others. She may be contacted at gregorygayle@netscape.net, www.gaylehgregory.com, and @gaylegregory6.