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Differentiated Literacy Strategies for Student Growth and Achievement in Grades 7-12 - Book Cover

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Differentiated Literacy Strategies for Student Growth and Achievement in Grades 7-12

By: Gayle H. Gregory, Linda Marlene Kuzmich

Gregory and Kuzmich offer a versatile handbook for middle school and high school educators who need to differentiate literacy instruction for learners at different stages of development.

Product Details

Grade Level: PreK-12
ISBN: 9780761988830
Published By: Corwin
Year: 2005
Page Count: 248
Publication date: February 09, 2005

Price: $41.95

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Description

"A practical approach that is essential for today's teachers . . . The hands-on strategies and graphics can be used with little extra effort on the part of the teacher."
Sarah J. McNary, San Dieguito Union High School District, California

"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

Use high pay-off instructional strategies to accelerate literacy learning in the differentiated classroom!

From best-selling authors Gayle Gregory and Lin Kuzmich comes a versatile handbook for middle school and high school educators who need to differentiate literacy instruction for adolescent and teen learners at different stages of development along the literacy continuum.

Covering the relevant brain research and specific instructional and assessment strategies for teens, this book pays special attention to hooks that appeal to older learners with varying degrees of skills and competencies.

Containing more than 100 planning models, checklists, rubrics, choice boards, lesson plans, and more, this book will aid teachers in:

Pre-assessing adolescent and teen learners for literacy skills and competencies
Selecting and differentiating an array of instructional strategies appropriate for specific learner needs
Using literacy models that can accelerate learning to help diverse learners grow as fast and as far as they can in literacy

Written for classroom teachers, reading specialists, curriculum developers, and instructional leaders, this one-stop source provides an expert guide to working with all of today's adolescent and teen learners, whether struggling, gifted, emerging, developing, or dealing with learning disabilities.

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, instructional leaders
Covers struggling learners, gifted learners, multicultural and bilingual learners, and students with reading disabilities and learning disabilities.
Strong focus on NCLB requirements and growth in achievement scores
An ideal purchase for buyers who already own McEwan's Raising Reading Achievement in Middle and High Schools (2001); Strong, Silver, et al.'s Reading for Academic Success (2002); and Chapman & King's Differentiated Instructional Strategies for Reading in the Content Areas (2003).

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.

Linda Marlene 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 Adolescent 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

Related Titles

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

By: Gayle H. Gregory and Linda Marlene Kuzmich