Differentiated Literacy Instruction in Grades 4 and 5, Second Edition (2^nd Ed.)
Strategies and Resources

Now revised and updated, with many new lesson plans and a new chapter on writing instruction, this trusted book guides upper elementary teachers to design and implement a research-based literacy program. The expert authors show how to teach and assess students in differentiated small groups, and explain how instruction works in a tiered response-to-intervention model. Included are extensive reproducible lesson plans and other tools for building students? skills in word recognition, fluency, vocabulary, comprehension, and writing. The convenient large-size format facilitates photocopying; purchasers also get access to a webpage where they can download and print the reproducible materials. Prior edition title: Differentiated Reading Instruction in Grades 4 and 5.

New to This Edition
*Chapter on differentiated writing instruction.
*New lesson plans for Tier 1 instruction, interactive read-alouds, and narrative writing; new extended sample lessons for building fluency, vocabulary, and comprehension.
*Updated with the latest research and recommended teacher resources.
*All reproducible materials now available online.

1. Differentiation and Tiered Instruction
2. Designing an Upper Elementary Literacy Program
3. Research on Upper Elementary Readers and Writers
4. Choosing and Using Reading Assessments
5. Building Word Recognition
6. Building Fluency
7. Building Vocabulary
8. Building Comprehension
9. Building Writing Competence
10. Putting It All Together
Appendices: Reproducible Classroom Materials
Appendix A. Tier 1 Planning Templates
Appendix B. Sample Tier 1 Nonfiction Shared Reading Instruction
Appendix C. Sample Tier 1 Interactive Read-Aloud Instruction
Appendix D. Sample Tier 1 Narrative Writing Unit
Appendix E. Informal Decoding Inventory
Appendix F. Multisyllabic Decoding Lessons
Appendix G. Fluency and Comprehension Sample Plans
Appendix H. Text Structure Graphic Organizers
Appendix I. Vocabulary and Comprehension Sample Plans
References
Index

Sharon Walpole, PhD, is Director of the Professional Development Center for Educators at the University of Delaware, where she is also Professor in the School of Education. She has extensive school-based experience designing and implementing tiered instructional programs. Dr. Walpole has also been involved in federally funded and other schoolwide reform projects. She is a recipient of the Early Career Award for Significant Contributions to Literacy Research and Education from the Literacy Research Association and the Excellence in Teaching Award from the University of Delaware, and was named the Jerry Johns Outstanding Teacher Educator in Reading by the International Literacy Association. Her current work involves the design and effects of the open educational resource Bookworms K-5 Reading and Writing. She has coauthored or coedited several books, including Differentiated Literacy Instruction in Grades 4 and 5, Second Edition: Strategies and Resources; How to Plan Differentiated Reading Instruction, Second Edition: Resources for Grades K-3; The Literacy Coach’s Handbook, Second Edition; and Organizing the Early Literacy Classroom.

Michael C. McKenna, PhD, was Thomas G. Jewell Professor of Reading in the School of Education and Human Development at the University of Virginia until his death in 2016. He authored, coauthored, or edited more than 20 books and over 100 articles, chapters, and technical reports on a range of literacy topics. Dr. McKenna also served as Series Editor, with Sharon Walpole, of The Essential Library of PreK-2 Literacy. His research was sponsored by the National Reading Research Center and the Center for the Improvement of Early Reading Achievement. He was a corecipient of the Edward B. Fry Book Award from the Literacy Research Association and the Award for Outstanding Academic Books from the American Library Association, and a member of the Reading Hall of Fame.

Zoi A. Philippakos,