Differentiated Literacy Strategies for Student Growth and Achievement in Grades 7-12 » (1st Edition)

Gayle H. Gregory has been a teacher in elementary, middle, and secondary schools. For many years, she taught in schools with extended periods of instructional time (block schedules). She has had extensive districtwide experience as a curriculum consultant and staff development coordinator. Most recently, she was course director at York University for the Faculty of Education, teaching in the teacher education program. She now consults internationally (Europe, Asia, North and South America, Australia) with teachers, administrators, and staff developers in the areas of managing change, differentiated instruction, brain-compatible learning, block scheduling, emotional intelligence, instructional and assess-ment practices, cooperative group learning, presentation skills, renewal of secondary schools, enhancing teacher quality, coaching and mentoring, and facilitating large scale change. Gayle is affiliated with many organizations, including the Association for Supervision and Curriculum Development and the National Staff Development Council. She is the author of Differentiated Instructional Strategies in Practice: Training, Implementation, and Supervision and the coau-thor of Designing Brain-Compatible Learning; Thinking Inside the Block Schedule: Strategies for Teaching in Extended Periods of Time; and Differentiated Instructional Stategies: One Size Doesn't Fit All. She has been featured in Video Journal of Education's best-selling elementary and secondary videos, Differentiating Instruction to Meet the Needs of All Learners. Gayle is committed to lifelong learning and professional growth for herself and others. She may be contacted by e-mail at gregorygayle@netscape.net. HerWeb site is www3.sympatico.ca/gayle.gregory.

Lin Kuzmich is the assistant superintendent for Thompson School District in Loveland, Colorado, where she has also served as executive director of instruction, as director of professional development, and for nine years as a principal. Before joining the Loveland District, Lin was a classroom teacher. She taught special education and reading PreK-12, high school reading, and middle school language arts, and she was also an elementary school classroom teacher, earning the Teacher of the Year Award for Denver Public Schools in 1979. For the past 10 years Lin has been involved in professional develop-ment, teaching classes at several universities, providing training for agencies and school districts throughout the United States, and authoring journal articles and government and regional publications. Her recent work has focused on data driven instruction, standards-based education, supervision and evaluation of teachers, and data driven school improvement planning. Lin works extensively with administrators and teacher leaders who want to create an environment for student achievement and growth. Lin may be contacted through Thompson School District in Loveland, Colorado.

"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 diverselearners 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.

	Introduction : multiple competencies in literacy
1	Accelerating literacy learning	1
2	Creating a climate for literacy learning	17
3	Knowing the adolescent literacy learner	37
4	Functional literacy	61
5	Content area literacy	95
6	Technological literacy	139
7	Innovative literacy	161
8	Managing instruction in the differentiated literacy classroom	181