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Differentiated Literacy and Language Arts Strategies for the Elementary Classroom
$73.32
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Description
- Elementary classroom examples, student work samples, and other techniques for working with students are introduced to the reader through classroom vignettes at the beginning and end of every chapter. These extra insights make Differentiated Instruction strategies easily accessible, and will help pre-service teachers gain knowledge and inspiration to differentiate assessment, instruction, and the learning environment of their own future classrooms. (See examples: “A Visit to a Differentiated Classroom” in Ch. 1 and “Mrs. Wilkin’s ‘B’ Week” in Ch. 4).
- Most chapters provide insights on “keys” to successfully implementing differentiation–by learning how to “get to know” students better by determining and tapping into each students’ abilities, learning profiles, and interests, and working with students’ needs and strengths. Further discussion of gender, cultural diversity, religion, and socio-economic level differences shed light on needs and unique qualities of elementary students, and learning to look at students from a variety of perspectives, such as their multicultural backgrounds, while differentiating. (See examples, especially in Chapter 2, and “Diversity in Speaking and Listening Skills” in Ch. 8).
- Readers explore how their own differentiated learning environment will best look, function, and feel. From how to guide interest stations and Web Quests to establishing flexible groups and keeping documentation, this book provides a common sense approach to making differentiated instruction manageable.
- Looks at reading, viewing, visually representing, writing, speaking, and listening from grade-level perspectives so that future teachers have a baseline for what they may see in their own classrooms. While the book demonstrates that a classroom will most likely have a variety of abilities, aspiring teachers can benefit from knowing what the average child can do at different grade levels.
- Refers to the findings of The National Reading Panel Report, and discusses the varieties of criterion-referenced and norm-referenced assessments so that true levels can be determined. State mandated and national standards in reading and language arts were synthesized in order to provide the reader with a glimpse of what is expected at the grade levels. (See examples in Chapter 4, and the Appendix. “Assessing Reading: Criterion-Referenced”).
- Coverage in Chapter Five helps teachers to establish what the abilities and needs of their students are and suggests appropriate modifications and accommodations. A variety of exceptionalities are discussed, including: L.D., Speech and Language Disorders, AD/HD, Emotional/Behavioral Disorders, Autism Spectrum Disorders, Developmental Disabilities, Physical and Severe/Multiple Disabilities, Visual and Hearing Impairments, and Accelerated and Gifted students. Further discussion is given to the Individualized Education Plan, reflecting the latest Regulations for IDEA 2004. (See an example from Chapter 5, “Autism Spectrum Disorders”).
- English Language Learner strategies are provided in Chapters 6 through 9, for reading, writing, speaking/listening, and teaching literacy across the curriculum. Strategies such as dialogue writing, vocabulary clusters, and think-alouds are discussed in relation to how they can support students who are learning English. The National Council of Teachers of English (NCTE) and the International Reading Association (IRA)’s standards regarding language arts for ELL are supported through the strategies in the book. (See an example in Chapter 7, “English Language Learners (ELL) Writing in the Classroom”).
Chapter 1 Differentiated Instruction: The Big Picture
Chapter 2 Getting To Know Your Students
Chapter 3 The Differentiated Learning Environment
Chapter 4 What Should Your Students Know at Each Level?
Chapter 5 What Abilities and Needs Do Your Students Have?
Chapter 6 Reading
Chapter 7 Writing
Chapter 8 Speaking and Listening
Chapter 9 Literacy Across the Curriculum
Chapter 10 Conclusion: Lessons Learned
Appendix A: Differentiated Portfolio Record Sheet
Appendix B: Differentiated Choice Charts
Appendix C: Literacy and Language Arts Learning Skills Check Sheet
Although it can seem a daunting task to individualize learning for all students, this book provides specific “how-to” techniques to make it happen, equipping you with the tools you need to differentiate instruction for all students: general education, gifted and talented, challenged, or English Language Learners (ELL). Addressing the reader with an engaging personalized tone, expert Dr. Shellie Hipsky demystifies the process of differentiated instruction as you tour elementary school classrooms with diverse populations and observe research-based strategies that transform theory into practical differentiated instructional techniques for literacy and language arts skills. You will gain valuable insights from seasoned elementary teachers through real life concrete examples, find advice for implementing strategies in literacy-based classrooms, learn how to create an effective learning environment, and utilize appropriate instructional techniques based on students’ abilities, learning profiles, and interests. Additionally, you will explore strategies to differentiate in the reading areas of emerging literacy skills, vocabulary, comprehension, and fluency as well as writing, speaking, listening, and content area reading. Every chapter in the book includes specific illuminating classroom examples, questions for reflecting on the reading, active engagement ideas for further exploration of the topic, and conclusions. Strategies to simplify documentation, including the use of the Literacy and Language Arts Learning Skills Check Sheet, Differentiated Choice Chart, and a Portfolio Record Sheet, provide ways to organize important student information. A unique journal kept by an elementary teacher, whose classroom is visited in the text, rounds out the book as it demonstrates a year’s worth of successful implementation of differentiation assessment and instruction. Differentiated Literacy and Language Arts Strategies for the Elementary Classroom focuses on the needs of pre-service teachers and yet it has ample strategies to positively impact the classrooms of current teachers.
The Fall 2011 issue of the Kappa Delta Pi Record includes a review of Differentiated Literacy and Language Arts Strategies for the Elementary Classroom. From the review:
“In today’s inclusive classrooms, this book will be an excellent resource from which teachers can draw advice and find teaching resources that will assist them in designing effective instruction.”
Click here to read the book review on page 47!
For courses in Methods of Reading for Elementary or Early Childhood, Methods of Language Arts for Elementary or Early Childhood, Differentiated Instruction in the Classroom, or Special Education and Language Arts.
Although it can seem a daunting task to individualize learning for all students, this book provides specific “how-to” techniques to make it happen, equipping pre-service teachers with the tools they need to differentiate instruction for all students: general education, gifted and talented, challenged, or English Language Learners (ELL).
This new text is much like a “how to” guide for differentiating instruction in for today’s educators with a diverse population of students to serve. Seasoned with authentic examples from elementary teachers and their real classrooms, the text offers: a plethora of advice for implementing strategies in literacy-based classrooms; creative ways to create effective learning environments; appropriate instructional techniques based on students’ abilities, learning profiles, and interests; and strategies to differentiate in the reading areas of emerging literacy skills, vocabulary, comprehension, fluency, writing, speaking, listening, and content area reading. Every chapter in the book includes specific illuminating classroom examples, questions for reflecting on the reading, active engagement ideas for further exploration of the topic, and conclusions. Unique to this text is the inclusion of a journal kept by an elementary teacher, whose classroom is visited in the text, demonstrating a year’s worth of successful implementation of differentiation assessment and instruction. Keenly focused on the needs of pre-service teachers, with ample strategies to positively impact the classrooms of current teachers, Differentiated Literacy and Language Arts Strategies for the Elementary Classroom addresses the reader with an engaging personalized tone and demystifies the process of differentiated instruction for all teachers.
This new text is much like a “how to” guide for differentiating instruction in for today’s educators with a diverse population of students to serve. Seasoned with authentic examples from elementary teachers and their real classrooms, the text offers: a plethora of advice for implementing strategies in literacy-based classrooms; creative ways to create effective learning environments; appropriate instructional techniques based on students’ abilities, learning profiles, and interests; and strategies to differentiate in the reading areas of emerging literacy skills, vocabulary, comprehension, fluency, writing, speaking, listening, and content area reading. Every chapter in the book includes specific illuminating classroom examples, questions for reflecting on the reading, active engagement ideas for further exploration of the topic, and conclusions. Unique to this text is the inclusion of a journal kept by an elementary teacher, whose classroom is visited in the text, demonstrating a year’s worth of successful implementation of differentiation assessment and instruction. Keenly focused on the needs of pre-service teachers, with ample strategies to positively impact the classrooms of current teachers, Differentiated Literacy and Language Arts Strategies for the Elementary Classroom addresses the reader with an engaging personalized tone and demystifies the process of differentiated instruction for all teachers.
Dr. Shellie Hipsky taught special and general education from the kindergarten to doctoral level. She wrote ProActive Publications’ (2005) The Drama Discovery Curriculum and Lincoln Interactive’s (2006) The Arts Alive Textbook. Currently, Hipsky is an Educational Consultant at the University of Pittsburgh and an Assistant Professor at Robert Morris University.
Additional information
| Dimensions | 0.60 × 7.80 × 9.90 in |
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| Subjects | EDU029020, higher education, special education, EDU046000, Vocational / Professional Studies, Teacher Education, Language and Communication Disorders |