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Differentiated Literacy Strategies for Student Growth and Achievement in Grades K-6 - Book Cover

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Differentiated Literacy Strategies for Student Growth and Achievement in Grades K-6

By: Gayle H. Gregory, Lin Kuzmich

A compilation of strategies, planning models, matrixes, rubrics, and checklists for differentiating instruction and assessment for today’s young readers, writers, speakers, and listeners.

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Product Details

Grade Level: K-6
ISBN: 9780761988816
Published By: Corwin
Year: 2004
Page Count: 240
Publication date: October 28, 2004

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Description

"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."
Debbie Wilks, Third Grade Teacher
Riverside Cultural Arts and History Magnet School, Wichita, KS

"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."
William Fitzhugh, Second Grade Teacher
Reisterstown Elementary School, Reisterstown, MD

Choose the most effective strategies to promote literacy learning for ALL the young readers, writers, speakers, and listeners in your diverse classroom!

Differentiated Literacy Strategies for Student Growth and Achievement in Grades K-6 is the resource that 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; technological literacy for information searching, evaluation, and synthesis; and innovative literacy for creativity, growth, and life-long learning.

With a focus on research-based, data-driven, and differentiated strategies, noted authors Gayle Gregory and Lin Kuzmich offer teachers step-by-step guides to:

Pre-assessing diverse learners for literacy skills, competencies, learning styles, and learning gaps
Implementing a broad array of high-payoff and developmentally appropriate strategies to move all students to the next stage in their literacy learning
Creating units, lessons, and adjustable assignments that address all four competencies in literacy learning in the differentiated classroom

With more than 100 planning models, matrixes, rubrics, and checklists included, this book is the ideal resource for all elementary teachers who want to close the achievement gap for emerging learners and insure the growth and development of all learners.

Key features

By the author of Corwin's best-selling Differentiated Instructional Strategies: One Size Doesn't Fit All
For classroom teachers, reading specialists, curriculum developers, and instructional leaders working with diverse student populations in inclusive K-6 classrooms
Covers multiple competencies in functional literacy, content area literacy, technological literacy, and innovative or creative literacy
Strong focus on NCLB requirements and growth in achievement scores
More than 100 planners, checklists, templates, rubrics, organizers, and other illustrations.

Author(s)

Gayle H. Gregory

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.

Lin Kuzmich

Lin Kuzmich, of KCS, Inc., is an educational consultant, professor, and author from Loveland, CO. She served the Thompson School District in several roles as the assistant superintendent, executive director of secondary and elementary instruction, director of professional development, and a building principal. Her school was named a 2000 winner of the John R. Irwin Award for Academic Excellence and Improvement. In addition, for the past decade she has been involved in staff development through several universities and the Tointon Institute for Educational Change. Kuzmich is an adjunct professor at both Colorado State University and University of Northern Colorado. She is a senior consultant for the International Center for Leadership in Education, has provided training and consulting to school districts around the country, and has presented at numerous national conferences.

Table of Contents

Preface

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

Reviews

“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.”

Debbie Wilks, Third Grade Teacher
Riverside Cultural Arts and History Magnet School, Wichita, KS

“Synthesizes information about differentiation, brain research, activities that help close the achievement gap, and No Child Left Behind.”

Steve Hutton, Elementary School Principal
Villa Hills, KY

“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.”

William Fitzhugh, Second-Grade Teacher
Reisterstown Elementary School, Reisterstown, MD

“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.”

Ann Fulk, Educational Consultant

“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.”

Maria Elena Reyes, Associate Professor
University of Alaska Fairbanks, fairbanks, AK

Other Titles in: Differentiation & Multiple Intelligences | Elementary Teaching Methods | Literacy, K-12

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