Introduction Ellin Oliver Keene ix
SECTION 1 NOT THIS
One Size Fits Some
Lynn Geronemus 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?
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
Differentiated Reading Instruction in
Your Classroom
Lynn Geronemus 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-Based Unit-Planning Template 73
References 77