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9781606230688

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This book is a paragon of step-by-step guidance on every aspect of practice. The strength of the work is its research-based approach, as well as extremely helpful charts, diagrams, and worksheets. This book demonstrates what children can achieve when teaching is organized, standards based, and carefully planned. - Jerry L. Parks, teacher, Georgetown Middle School, Georgetown, Kentucky, USA Lapp et al. present methods for addressing the individual literacy needs of elementary students, a necessity in today's classrooms. Readers will appreciate the emphases on using assessment for instructional planning and on supporting the literacy demands of content areas. Each chapter offers a multitude of practical ideas for small-group instruction, including the use of engaging, collaborative, problem-based tasks. This book will be valuable for all elementary teachers seeking high-quality, challenging instructional approaches for diverse literacy learners. - Natalie G. Olinghouse, Department of Educational Psychology, University of Connecticut, USA This exceptional book explains, step by step, how to differentiate instruction that connects curriculum standards, goals, and student performance. It includes examples of clear, easy-to-apply classroom activities designed to build on students' strengths, reinforce their skill and knowledge bases, and provide choice and engagement through collaboration. I came away from this book with an increased understanding of heterogeneous and homogeneous groups and how to use both, with standards as the starting point. - Dana Korin, literacy specialist and home--school liaison, Main Line Psychological and Educational Associates, Ardmore, Pennsylvania, USA Lapp et al. make the goal of differentiated instruction attainable for early childhood and elementary teachers. The authors take into account the complexities of meeting students' various needs, offering concrete examples and organizational strategies. This is a foundational text for busy classroom teachers who value students' diverse learning lives and who strive to implement realistic possibilities for flexible grouping. - Margaret C. Hagood, Department of Teacher Education, College of Charleston, USA

Author Information

Diane Lapp, EdD, School of Teacher Education, San Diego State University, San Diego, California, USA; Douglas Fisher, PhD, School of Teacher Education, San Diego State University, San Diego, California, USA; and Thomas DeVere Wolsey, EdD, Richard W. Riley College of Education and Leadership, Walden University, Minneapolis, Minnesota, USA

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