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

BESTSELLERS

"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:

1. Pre-assessing adolescent and teen learners for literacy skills and competencies
2. Selecting and differentiating an array of instructional strategies appropriate for specific learner needs
3. 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.

About The Authors:
Gayle H. Gregory consults throughout Europe, Asia, North and South America, and Australia with teachers, administrators, and staff developers in the areas of differentiated instruction, emotional intelligence, brain-compatible learning, block scheduling, and instructional and assessment practices. She also works with educators in the areas of cooperative group learning, presentation skills, coaching and mentoring, renewal of secondary schools, and facilitating large-scale change. A member of both the Association for Supervision and Curriculum Development and the National Staff Development Council, Gregory has recently written Differentiated Instructional Strategies in Practice, Second Edition: Training, Implementation, and Supervision (Corwin Press, December 2007) and her bestsellers include Differentiating Instruction With Style: Aligning Teacher and Learner Intelligences for Maximum Achievement (Corwin Press, 2005).

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.