No More Reading Instruction Without Differentiation

by Lynn Geronemus Bigelman, Nell K Duke (Editor), Debra S. Peterson, Ellin Oliver Keene (Editor)

Overview

The research is compelling: when teachers differentiate reading instruction, students learn more. But teachers are too often given the expectation of differentiation without the details on how to make it work.   In No More Reading Instruction Without Differentiation, Debra Peterson and Lynn Bigelman offer an instructional framework that adapts instruction based on individual students needs and interests. Peterson unpacks the research that supports differentiated instruction. Then veteran school principal Bigelman shows how to implement differentiation using:

• Student Self-Assessment
• Talk to Assess & Deepen Student Understanding
• Workshop: A Daily Structure for Differentiation
• Project-Based Learning
• Conferring
• Individual Learning Goals
• Intervention Planning

Differentiation doesn't mean creating separate lesson plans for each student every day. Differentiation is responsive teaching that identifies what each student knows and can do and what can happen next to move that student forward in her learning. In this book, you’ll find the tools and strategies to better meet the needs of the children in your classroom right now.

Product Details

ISBN-13:	9780325074351
Publisher:	Heinemann
Publication date:	05/18/2016
Series:	Not This, But That
Edition description:	New Edition
Pages:	96
Sales rank:	425,205
Product dimensions:	5.80(w) x 5.20(h) x 1.50(d)
Age Range:	5 - 10 Years

About the Author

Ellin Oliver Keene has been a classroom teacher, staff developer, non-profit director and adjunct professor of reading and writing. For sixteen years she directed staff development initiatives at the Denver-based Public Education & Business Coalition. She served as Deputy Director and Director of Literacy and Staff Development for the Cornerstone Project at the University of Pennsylvania for 4 years. Ellin works with schools and districts throughout the country and abroad. Her emphasis is long-term, school-based professional development and strategic planning for literacy learning.

Ellin recently published The Literacy Studio: Redesigning the Workshop for Readers and Writers which is focused on an up-to-date conceptualization of Readers/Writers’ workshop. She is the author of Engaging Children: Igniting the Drive for Deeper Learning (2018), is co-editor and co-author of The Teacher You Want to Be: Essays about Children, Learning, and Teaching (Heinemann, 2015); co-editor of the Not This, but That series (Heinemann, 2013 - 2018); author of Talk About Understanding: Rethinking Classroom Talk to Enhance Understanding (Heinemann, 2012), To Understand: New Horizons in Reading Comprehension (Heinemann, 2008), co-author of Comprehension Going Forward (Heinemann, 2011), co-author of Mosaic of Thought: The Power of Comprehension Strategy Instruction, 2^nd edition (Heinemann, 2007, 1^st edition, 1997) and author of Assessing Comprehension Thinking Strategies (Shell Educational Books, 2006) as well as numerous chapters for professional books and journals on the teaching of reading as well as education policy journals.

Nell K. Duke, Ed.D., is a professor in literacy, language, and culture and also in the combined program in education and psychology at the University of Michigan. Duke received her Bachelor’s degree from Swarthmore College and her Masters and Doctoral degrees from Harvard University. Duke’s work focuses on early literacy development, particularly among children living in economic poverty. Her specific areas of expertise include the development of informational reading and writing in young children, comprehension development and instruction in early schooling, and issues of equity in literacy education. She has served as Co-Principal Investigator of projects funded by the Institute of Education Sciences, the National Science Foundation, the Spencer Foundation, and the George Lucas Educational Foundation, among other organizations.

Duke has been named one of the most influential education scholars in the U.S. in EdWeek. In 2014, Duke was awarded the P. David Pearson Scholarly Influence Award from the Literacy Research Association, and in 2018 she received the International Literacy Association's William S. Gray Citation of Merit for outstanding contributions to research, theory, practice, and policy. She has also received the Michigan Reading Association Advocacy Award, the American Educational Research Association Early Career Award, the Literacy Research Association Early Career Achievement Award, the International Reading Association Dina Feitelson Research Award, the National Council of Teachers of English Promising Researcher Award, and the International Reading Association Outstanding Dissertation Award.

Duke is author and co-author of numerous journal articles and book chapters. Her most recent book is Inside Information: Developing Powerful Readers and Writers of Informational Text through Project-based Instruction. She is co-author of the books Reading and Writing Informational Text in the Primary Grades: Research-Based Practices; Literacy and the Youngest Learner: Best Practices for Educators of Children from Birth to Five; Beyond Bedtime Stories: A Parent’s Guide to Promoting Reading, Writing, and Other Literacy Skills From Birth to 5, now in its second edition; and Reading and Writing Genre with Purpose in K–8 Classrooms. She is co-editor of the Handbook of Effective Literacy Instruction: Research-based Practice K to 8 and Literacy Research Methodologies. She is also editor of The Research-Informed Classroom book series and co-editor of the Not This, But That book series.

Duke has taught preservice, inservice and doctoral courses in literacy education, speaks and consults widely on literacy education, and is an active member of several literacy-related organizations. Among other roles, she currently serves as advisor for the Public Broadcasting Service/Corporation for Public Broadcasting Ready to Learn initiative, an expert for NBC News Learn, and advisor to the Council of Chief State School Officers Early Literacy Networked Improvement Community. She has served as author or consultant on several educational programs, including Connect4Learning: The Pre-K Curriculum; Information in Action: Reading, Writing, and Researching with Informational Text; Engaging Families in Children’s Literacy Development: A Complete Workshop Series; Buzz About IT (Informational Text); iOpeners; National Geographic Science K-2; and the DLM Early Childhood Express. Duke also has a strong interest in improving the quality of educational research training in the U.S.

Lynn Bigelman has been an educator for over 20 years, serving as classroom teacher, reading specialist, and, for the past 14 years, an elementary school principal. She has also served as the president of the Michigan Reading Association and Oakland County Reading Council.

Debra Peterson is a consultant for the Minnesota Center for Reading Research at the University of Minnesota. She was the recipient of the International Literacy Association’s Albert J. Harris Award for Reading Research.

Table of Contents

Introduction Ellin Oliver Keene ix

Section 1 Not This

1 One Size Fits Some Lynn Geronomus Bigelman

When One Size Doesn't Fit Everyone 2

Planning Informed by Standards and Students 3

Differentiation Is Doable 6

Section 2 Why Not? What Works?

8 All Students Need Differentiated Reading Instruction Debra S. Peterson

Effective Teachers Differentiate Instruction 9

Effective Differentiated Instruction Focuses on Important Knowledge and Skills 11

Rigor, Motivation, and Engagement 13

Observation and Assessment Should Inform Differentiation 16

Grouping Patterns Affect Learning 19

Effective Practices for Differentiating Whole-Class Instruction 23

Effective Practices for Differentiating Small-Group Instruction 24

Effective Practices for Differentiating independent Work 25

Evaluating Your Instruction for Differentiation 29

Section 3 But That

30 Differentiated Reading Instruction in Your Classroom Lynn Geronemue Bigelman

How Observation and Formative Assessment Inform Differentiation 31

Learning Targets and Performance Tasks 32

Pretesting to Plan Whole-Class, Small-Group, and Individual Instruction 36

Observing Student Engagement 37

Student Self-Assessment 39

Assessing and Deepening Student Understanding Through Talk 41

Reading Workshop: A Daily Structure for Differentiation 43

Planning Project-Based Learning 47

When and How to Use Whole-Group Instruction 51

When and How to Use Small-Group Instruction 53

When and How to Use Independent Work Time 57

Conferring 59

Setting Individual Learning Goals 62

Planning Intervention 63

Supporting Growth Beyond Our Expectations 64

Afterword Nell K. Duke 67

Appendix A Formative Assessment Options 69

Appendix B Project-Baaed Unit-Planning Template 73

References 77