1. Differentiation and Tiered Instruction
2. Designing an Upper Elementary Literacy Program
3. Research on Upper Elementary Readers and Writers
4. Choosing and Using Reading Assessments
5. Building Word Recognition
6. Building Fluency
7. Building Vocabulary
8. Building Comprehension
9. Building Writing Competence
10. Putting It All Together
Appendices: Reproducible Classroom Materials
Appendix A. Tier 1 Planning Templates
Appendix B. Sample Tier 1 Nonfiction Shared Reading Instruction
Appendix C. Sample Tier 1 Interactive Read-Aloud Instruction
Appendix D. Sample Tier 1 Narrative Writing Unit
Appendix E. Informal Decoding Inventory
Appendix F. Multisyllabic Decoding Lessons
Appendix G. Fluency and Comprehension Sample Plans
Appendix H. Text Structure Graphic Organizers
Appendix I. Vocabulary and Comprehension Sample Plans
References
Index
Sharon Walpole, PhD, is Director of the Professional Development
Center for Educators at the University of Delaware, where she is
also Professor in the School of Education. 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. 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, and was named the Jerry Johns Outstanding
Teacher Educator in Reading by the International Literacy
Association. Her current work involves the design and effects of
the open educational resource Bookworms K-5 Reading and Writing.
She has coauthored or coedited several books, including
Differentiated Literacy Instruction in Grades 4 and 5, Second
Edition: Strategies and Resources; 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.
Michael C. McKenna, PhD, was Thomas G. Jewell Professor of Reading
in the School of Education and Human Development at the University
of Virginia until his death in 2016. He authored, coauthored, or
edited more than 20 books and 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.
Zoi A. Philippakos, PhD, is Associate Professor in the College of
Education at the University of Tennessee, Knoxville. Her research
interests include reading and writing instruction for students in
the elementary grades, strategy instruction and self-regulation,
and professional development for classroom teachers. She has worked
as an elementary school teacher and literacy coach, and she
provides professional development to teachers on effective reading
and writing strategies. Since 2010, Dr. Philippakos has codeveloped
and organized the Writing Research Study Group at the Literacy
Research Association, and she is Chair of the Writing Task Force at
the International Literacy Association. She is coauthor of several
books, including Developing Strategic Young Writers through Genre
Instruction: Resources for Grades K-2, Developing Strategic Writers
through Genre Instruction: Resources for Grades 3–5, and
Differentiated Literacy Instruction in Grades 4 and 5, Second
Edition: Strategies and Resources.
John Z. Strong, PhD, is Assistant Professor in the Graduate School
of Education at the University at Buffalo, State University of New
York. Previously, he taught undergraduate and graduate courses in
literacy education at the University of Delaware. A former high
school English language arts teacher, his research interests
include integrated reading and writing interventions for
adolescents. His dissertation research investigated the effects of
an informational text structure intervention on fourth- and
fifth-grade students’ reading comprehension and informative
writing. Dr. Strong is a recipient of the Steven A. Stahl Research
Grant from the International Literacy Association and the Richard
L. Venezky Award for Creative Research in Literacy from the
University of Delaware. He has coauthored articles published in The
Elementary School Journal, Journal of Adolescent and Adult
Literacy, The Reading Teacher, and Reading Research Quarterly.
"Every intermediate teacher needs a copy of this book. It is
brimming with the tools and resources literacy teachers need to
design instruction that will meet the needs of every child. The
second edition gives increased attention to writing instruction,
including advice on making the reading–writing connection explicit
for students. As in the first edition, the book outlines a
pragmatic approach to assessment and data-driven instructional
planning that is centered on authentic children’s literature.
Framed by current research, this updated second edition is perfect
for professional book clubs or team-based book study."--Valerie
Harlow Shinas, PhD, Graduate School of Education, Lesley
University
"This book is genuinely useful for improving fourth- and
fifth-grade literacy instruction. The sample daily schedules are
quite helpful in organizing grade-level instruction and
differentiated instruction for a variety of reading levels. I
particularly appreciate the focus on vocabulary development. The
authors describe strategies that would be effective not only during
literacy instruction, but also during science, social studies, and
math!"--Judy Mullins, MEd, EdS, fifth-grade teacher (retired),
Spartanburg School District 6, South Carolina
“In this wonderful second edition, the authors provide classroom
teachers, literacy coaches and specialists, and students in
literacy assessment courses with practical information and
resources that can be immediately implemented in classrooms. The
book offers a comprehensive framework for assessing and providing
tiered instruction to upper elementary students. It addresses all
literacy components, including writing."--Paola Pilonieta, PhD,
Department of Reading and Elementary Education, University of North
Carolina at Charlotte-
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