{"product_id":"differentiated-reading-instruction-9781138641228","title":"Differentiated Reading Instruction","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003e\u003cp\u003eLearn how tech tools can make it easier to differentiate reading instruction, so you can reach all of your students and help them increase their fluency and comprehension. This practical guide brings together evidence-based principles for differentiated reading instruction and user-friendly tech tools, to help middle level students grow as readers in fun, interactive, and engaging ways. You'll find out how to:\u003c\/p\u003e\u003cul\u003e\n\u003cp\u003e\u003c\/p\u003e\n\u003cli\u003eUse text-to-speech tools to facilitate decoding and fluency development;\u003c\/li\u003e\n\u003cp\u003e\u003c\/p\u003e\n\u003cp\u003e\u003c\/p\u003e\n\u003cli\u003eDevelop tech-based vocabulary lessons for direct and contextual instruction;\u003c\/li\u003e\n\u003cp\u003e\u003c\/p\u003e\n\u003cp\u003e\u003c\/p\u003e\n\u003cli\u003eGet your students engaged in research and nonfiction texts with videos, custom search engines, and interactive annotation tools;\u003c\/li\u003e\n\u003cp\u003e\u003c\/p\u003e\n\u003cp\u003e\u003c\/p\u003e\n\u003cli\u003eDifferentiate your fiction reading instruction with visualization, prediction, and summarization exercises;\u003c\/li\u003e\n\u003cp\u003e\u003c\/p\u003e\n\u003cp\u003e\u003c\/p\u003e\n\u003cli\u003eEncourage students to enhance their reading through using dictation software and diverse Google tools; \u003c\/li\u003e\n\u003cp\u003e\u003cbr\u003e\u003cb\u003eTrade Review\u003c\/b\u003e\u003cbr\u003e\u003c\/p\u003e\n\u003cp\u003e“We know differentiated instruction helps us reach all learners. In this book, Jules Csillag gives us a variety of strategies to differentiate reading using technology tools. Using guidelines inspired by UDL, she helps the reader understand how UDL fits with differentiation using multiple means of representation, vocabulary, and ways of building meaning from text. This will be an excellent resource for reading teachers who want to reach every student.” \u003cstrong\u003e--Vicki Davis, @coolcatteacher, Author of \u003cem\u003eReinventing Writing\u003c\/em\u003e and The Cool Cat Teacher Blog\u003c\/strong\u003e\u003c\/p\u003e\n\u003cp\u003e“One of the most common complaints I hear from colleagues is the growing demand for adjusting teaching to include technology yet the shrinking amount of planning time to do so. This book is a great resource for teachers in that regard. The author has not only organized it well, but has considered the ‘scaffolding’ of information, making the strategies user-friendly no matter the technological skill or experience of the reader.” \u003cstrong\u003e– Allie Hannon, English Teacher, Tomahawk Creek Middle School, Midlothian, Virginia\u003c\/strong\u003e\u003c\/p\u003e\n\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTable of Contents\u003c\/b\u003e\u003cbr\u003e\u003cp\u003eMeet the Author\u003c\/p\u003e\n\u003cp\u003eIntroduction: What is Reading, and How Can I\u003ci\u003e Help?\u003c\/i\u003e\u003c\/p\u003e\n\u003cul\u003e\n\u003cli\u003e\n\u003cp\u003e \u003c\/p\u003e \u003c\/li\u003e\n\u003cli\u003eWhat \u003ci\u003eis\u003c\/i\u003e reading?\u003c\/li\u003e\n\u003cli\u003e\n\u003cul\u003e\n\u003cli\u003e\n\u003cp\u003e \u003c\/p\u003e \u003c\/li\u003e\n\u003cli\u003eFrom Decoding to Higher Level Thinking, and Everything in Between\u003c\/li\u003e\n\u003cli\u003e\n\u003cp\u003e \u003c\/p\u003e \u003c\/li\u003e\n\u003cli\u003eLanguage Comprehension and Reading Comprehension\u003c\/li\u003e\n\u003cli\u003e\n\u003cp\u003e \u003c\/p\u003e \u003c\/li\u003e\n\u003cli\u003eReading and the Brain\u003c\/li\u003e\n\u003c\/ul\u003e \u003cp\u003e \u003c\/p\u003e \u003c\/li\u003e\n\u003cli\u003eTeachers’ Changing Roles\u003c\/li\u003e\n\u003cli\u003e\n\u003cp\u003e \u003c\/p\u003e \u003c\/li\u003e\n\u003cli\u003eHow Technology and Reading are an Ideal Match\u003c\/li\u003e\n\u003cli\u003e\n\u003cp\u003e \u003c\/p\u003e \u003c\/li\u003e\n\u003cli\u003eHow to Use this Book\u003c\/li\u003e\n\u003cli\u003e\n\u003cp\u003e \u003c\/p\u003e \u003c\/li\u003e\n\u003cli\u003eA Note about the Technology in this Book\u003c\/li\u003e\n\u003c\/ul\u003e\n\u003cp\u003eChapter 1: What Do You Mean by \"Differentiation\"?\u003c\/p\u003e\n\u003cul\u003e\n\u003cli\u003e\n\u003cp\u003e \u003c\/p\u003e \u003c\/li\u003e\n\u003cli\u003eLong Ago and Far Away, the Greeks Warned Us\u003c\/li\u003e\n\u003cli\u003e\n\u003cp\u003e \u003c\/p\u003e \u003c\/li\u003e\n\u003cli\u003eDifferentiation vs Tracking\u003c\/li\u003e\n\u003cli\u003e\n\u003cp\u003e \u003c\/p\u003e \u003c\/li\u003e\n\u003cli\u003eTypes of Differentiation\u003c\/li\u003e\n\u003cli\u003e\n\u003cul\u003e\n\u003cli\u003e\n\u003cp\u003e \u003c\/p\u003e \u003c\/li\u003e\n\u003cli\u003eDifferentiation by Interest\u003c\/li\u003e\n\u003cli\u003e\n\u003cp\u003e \u003c\/p\u003e \u003c\/li\u003e\n\u003cli\u003eDifferentiation by \"Learning Style\"\u003c\/li\u003e\n\u003cli\u003e\n\u003cp\u003e \u003c\/p\u003e \u003c\/li\u003e\n\u003cli\u003eDifferentiation by Readiness\u003c\/li\u003e\n\u003c\/ul\u003e \u003cp\u003e \u003c\/p\u003e \u003c\/li\u003e\n\u003cli\u003eUniversal Design for Learning (UDL) and Differentiation: Two Sides of the Same Coin\u003c\/li\u003e\n\u003cli\u003e\n\u003cul\u003e\n\u003cli\u003e\n\u003cp\u003e \u003c\/p\u003e \u003c\/li\u003e\n\u003cli\u003eDifferentiation by UDL Categories\u003c\/li\u003e\n\u003cli\u003e\n\u003cp\u003e \u003c\/p\u003e \u003c\/li\u003e\n\u003cli\u003eGroup Names, Group Members, and Group Selection\u003c\/li\u003e\n\u003c\/ul\u003e \u003cp\u003e \u003c\/p\u003e \u003c\/li\u003e\n\u003cli\u003eDifferentiation and the Law\u003c\/li\u003e\n\u003cli\u003e\n\u003cp\u003e \u003c\/p\u003e \u003c\/li\u003e\n\u003cli\u003eFrameworks for Differentiation\u003c\/li\u003e\n\u003cli\u003e\n\u003cp\u003e \u003c\/p\u003e \u003c\/li\u003e\n\u003cli\u003eReflection\u003c\/li\u003e\n\u003c\/ul\u003e\n\u003cp\u003eChapter 2: What Do Your Students Know? Formative Assessments for Differentiation\u003c\/p\u003e\n\u003cul\u003e\n\u003cli\u003e\n\u003cp\u003e \u003c\/p\u003e \u003c\/li\u003e\n\u003cli\u003eGrowth Mindset\u003c\/li\u003e\n\u003cli\u003e\n\u003cp\u003e \u003c\/p\u003e \u003c\/li\u003e\n\u003cli\u003eHow it Works and How Technology can Help\u003c\/li\u003e\n\u003cli\u003e\n\u003cp\u003e \u003c\/p\u003e \u003c\/li\u003e\n\u003cli\u003eFormative Assessment via Forms \u0026amp; Quizzes\u003c\/li\u003e\n\u003cli\u003e\n\u003cul\u003e\n\u003cli\u003e\n\u003cp\u003e \u003c\/p\u003e \u003c\/li\u003e\n\u003cli\u003eGoogle Forms and Sheets\u003c\/li\u003e\n\u003cli\u003e\n\u003cp\u003e \u003c\/p\u003e \u003c\/li\u003e\n\u003cli\u003eOther Options for Collecting Formative Assessments via Forms \u0026amp; Quizzes (LMS \u0026amp; more)\u003c\/li\u003e\n\u003c\/ul\u003e \u003cp\u003e \u003c\/p\u003e \u003c\/li\u003e\n\u003cli\u003eFormative Assessment via Audio and Video Recordings\u003c\/li\u003e\n\u003cli\u003e\n\u003cul\u003e\n\u003cli\u003e\n\u003cp\u003e \u003c\/p\u003e \u003c\/li\u003e\n\u003cli\u003eCreate a Screen recording, Voice recording, and\/or Video recording\u003c\/li\u003e\n\u003c\/ul\u003e \u003cp\u003e \u003c\/p\u003e \u003c\/li\u003e\n\u003cli\u003eFormative Assessment via Sorting Activities\u003c\/li\u003e\n\u003cli\u003e\n\u003cp\u003e \u003c\/p\u003e \u003c\/li\u003e\n\u003cli\u003eReflection\u003c\/li\u003e\n\u003c\/ul\u003e\n\u003cp\u003eChapter 3: What Does This Say? Differentiating for Decoding and Reading Fluency\u003c\/p\u003e\n\u003cul\u003e\n\u003cli\u003e\n\u003cp\u003e \u003c\/p\u003e \u003c\/li\u003e\n\u003cli\u003eWhy Decoding and Fluency Matter\u003c\/li\u003e\n\u003cli\u003e\n\u003cp\u003e \u003c\/p\u003e \u003c\/li\u003e\n\u003cli\u003eWhat to Expect: Typical Decoding and Fluency Development\u003c\/li\u003e\n\u003cli\u003e\n\u003cp\u003e \u003c\/p\u003e \u003c\/li\u003e\n\u003cli\u003eWith Great Power Comes Great Responsibility\u003c\/li\u003e\n\u003cli\u003e\n\u003cp\u003e \u003c\/p\u003e \u003c\/li\u003e\n\u003cli\u003eHow Technology Can Help (and How it Can’t)\u003c\/li\u003e\n\u003cli\u003e\n\u003cp\u003e \u003c\/p\u003e \u003c\/li\u003e\n\u003cli\u003eText-to-Speech Tools\u003c\/li\u003e\n\u003cli\u003e\n\u003cul\u003e\n\u003cli\u003e\n\u003cp\u003e \u003c\/p\u003e \u003c\/li\u003e\n\u003cli\u003eBuilt-in Tools\u003c\/li\u003e\n\u003cli\u003e\n\u003cp\u003e \u003c\/p\u003e \u003c\/li\u003e\n\u003cli\u003eText-to-Speech Tools with Additional Features\u003c\/li\u003e\n\u003cli\u003e\n\u003cp\u003e \u003c\/p\u003e \u003c\/li\u003e\n\u003cli\u003eTurning Images into Text: Optical Character Recognition (OCR)\u003c\/li\u003e\n\u003cli\u003e\n\u003cp\u003e \u003c\/p\u003e \u003c\/li\u003e\n\u003cli\u003ePodcasts for Some, or Podcasts for All\u003c\/li\u003e\n\u003cli\u003e\n\u003cp\u003e \u003c\/p\u003e \u003c\/li\u003e\n\u003cli\u003eeBooks \u0026amp; Audiobooks\u003c\/li\u003e\n\u003cli\u003e\n\u003cp\u003e \u003c\/p\u003e \u003c\/li\u003e\n\u003cli\u003eClosed Captioning for Videos\u003c\/li\u003e\n\u003c\/ul\u003e \u003cp\u003e \u003c\/p\u003e \u003c\/li\u003e\n\u003cli\u003eProviding Audio Instructions and Feedback for Students\u003c\/li\u003e\n\u003cli\u003e\n\u003cp\u003e \u003c\/p\u003e \u003c\/li\u003e\n\u003cli\u003eStudent-Generated Voice and Audio Recordings to Enhance Fluency\u003c\/li\u003e\n\u003cli\u003e\n\u003cp\u003e \u003c\/p\u003e \u003c\/li\u003e\n\u003cli\u003eReflection\u003c\/li\u003e\n\u003c\/ul\u003e\n\u003cp\u003eChapter 4: What Does This Mean? Part 1: Differentiating Vocabulary Instruction\u003c\/p\u003e\n\u003cul\u003e\n\u003cli\u003e\n\u003cp\u003e \u003c\/p\u003e \u003c\/li\u003e\n\u003cli\u003eTwo approaches to Instruction: Direct and Contextual\u003c\/li\u003e\n\u003cli\u003e\n\u003cp\u003e \u003c\/p\u003e \u003c\/li\u003e\n\u003cli\u003eTools for Direct Instruction\u003c\/li\u003e\n\u003cli\u003e\n\u003cp\u003e \u003c\/p\u003e \u003c\/li\u003e\n\u003cli\u003eTools for Contextual Instruction\u003c\/li\u003e\n\u003cli\u003e\n\u003cp\u003e \u003c\/p\u003e \u003c\/li\u003e\n\u003cli\u003eTools that can be used for either approach (\u0026amp; how)\u003c\/li\u003e\n\u003cli\u003e\n\u003cp\u003e \u003c\/p\u003e \u003c\/li\u003e\n\u003cli\u003eReflection\u003c\/li\u003e\n\u003c\/ul\u003e\n\u003cp\u003eChapter 5: What Does This Mean? Part 2: Differentiating During the Research Process and Reading Nonfiction\u003c\/p\u003e\n\u003cul\u003e\n\u003cli\u003e\n\u003cp\u003e \u003c\/p\u003e \u003c\/li\u003e\n\u003cli\u003eWhy Reading Nonfiction Matters\u003c\/li\u003e\n\u003cli\u003e\n\u003cp\u003e \u003c\/p\u003e \u003c\/li\u003e\n\u003cli\u003eWhat Reading Nonfiction Entails\u003c\/li\u003e\n\u003cli\u003e\n\u003cul\u003e\n\u003cli\u003e\n\u003cp\u003e \u003c\/p\u003e \u003c\/li\u003e\n\u003cli\u003eDigital Literacy\u003c\/li\u003e\n\u003c\/ul\u003e \u003cp\u003e \u003c\/p\u003e \u003c\/li\u003e\n\u003cli\u003eVideos\u003c\/li\u003e\n\u003cli\u003e\n\u003cul\u003e\n\u003cli\u003e\n\u003cp\u003e \u003c\/p\u003e \u003c\/li\u003e\n\u003cli\u003eCreating a YouTube Playlist\u003c\/li\u003e\n\u003c\/ul\u003e \u003cp\u003e \u003c\/p\u003e \u003c\/li\u003e\n\u003cli\u003eCreating Custom Search Engines\u003c\/li\u003e\n\u003cli\u003e\n\u003cp\u003e \u003c\/p\u003e \u003c\/li\u003e\n\u003cli\u003eAnnotation Tools\u003c\/li\u003e\n\u003cli\u003e\n\u003cul\u003e\n\u003cli\u003e\n\u003cp\u003e \u003c\/p\u003e \u003c\/li\u003e\n\u003cli\u003eUsing DocentEDU\u003c\/li\u003e\n\u003cli\u003e\n\u003cp\u003e \u003c\/p\u003e \u003c\/li\u003e\n\u003cli\u003eAnnotating Multiple Sources\u003c\/li\u003e\n\u003c\/ul\u003e \u003cp\u003e \u003c\/p\u003e \u003c\/li\u003e\n\u003cli\u003eDifferentiated Complexity\u003c\/li\u003e\n\u003cli\u003e\n\u003cp\u003e \u003c\/p\u003e \u003c\/li\u003e\n\u003cli\u003eSummaries\u003c\/li\u003e\n\u003cli\u003e\n\u003cp\u003e \u003c\/p\u003e \u003c\/li\u003e\n\u003cli\u003eReflection\u003c\/li\u003e\n\u003c\/ul\u003e\n\u003cp\u003eChapter 6: What Does This Mean? Part 3: Differentiating During Fiction Reading\u003c\/p\u003e\n\u003cul\u003e\n\u003cli\u003e\n\u003cp\u003e \u003c\/p\u003e \u003c\/li\u003e\n\u003cli\u003eWhy Fiction Matters\u003c\/li\u003e\n\u003cli\u003e\n\u003cp\u003e \u003c\/p\u003e \u003c\/li\u003e\n\u003cli\u003eWhat Reading Fiction Entails\u003c\/li\u003e\n\u003cli\u003e\n\u003cp\u003e \u003c\/p\u003e \u003c\/li\u003e\n\u003cli\u003eVisualization Tools\u003c\/li\u003e\n\u003cli\u003e\n\u003cp\u003e \u003c\/p\u003e \u003c\/li\u003e\n\u003cli\u003eExplicit Text Structure Instruction \u0026amp; Inferences\u003c\/li\u003e\n\u003cli\u003e\n\u003cp\u003e \u003c\/p\u003e \u003c\/li\u003e\n\u003cli\u003eInteractive Units\u003c\/li\u003e\n\u003cli\u003e\n\u003cul\u003e\n\u003cli\u003e\n\u003cp\u003e \u003c\/p\u003e \u003c\/li\u003e\n\u003cli\u003eExemplars of Interactive Units\u003c\/li\u003e\n\u003cli\u003e\n\u003cp\u003e \u003c\/p\u003e \u003c\/li\u003e\n\u003cli\u003eMake Your Own!\u003c\/li\u003e\n\u003c\/ul\u003e \u003cp\u003e \u003c\/p\u003e \u003c\/li\u003e\n\u003cli\u003eSummaries\u003c\/li\u003e\n\u003cli\u003e\n\u003cp\u003e \u003c\/p\u003e \u003c\/li\u003e\n\u003cli\u003eReflection\u003c\/li\u003e\n\u003c\/ul\u003e\n\u003cp\u003eChapter 7: Can You Tell Me About It? Differentiating Writing (to Help Reading Comprehension)\u003c\/p\u003e\n\u003cul\u003e\n\u003cli\u003e\n\u003cp\u003e \u003c\/p\u003e \u003c\/li\u003e\n\u003cli\u003eWhy Writing Matters for Reading\u003c\/li\u003e\n\u003cli\u003e\n\u003cp\u003e \u003c\/p\u003e \u003c\/li\u003e\n\u003cli\u003eWhat Writing (to Read) Entails\u003c\/li\u003e\n\u003cli\u003e\n\u003cp\u003e \u003c\/p\u003e \u003c\/li\u003e\n\u003cli\u003eSpeech-to-Text\u003c\/li\u003e\n\u003cli\u003e\n\u003cul\u003e\n\u003cli\u003e\n\u003cp\u003e \u003c\/p\u003e \u003c\/li\u003e\n\u003cli\u003eBuilt-in Tools\u003c\/li\u003e\n\u003cli\u003e\n\u003cp\u003e \u003c\/p\u003e \u003c\/li\u003e\n\u003cli\u003eOther Dictation Software\u003c\/li\u003e\n\u003c\/ul\u003e \u003cp\u003e \u003c\/p\u003e \u003c\/li\u003e\n\u003cli\u003eWord Prediction\u003c\/li\u003e\n\u003cli\u003e\n\u003cp\u003e \u003c\/p\u003e \u003c\/li\u003e\n\u003cli\u003eScaffolds: Cloze Tasks, Mnemonics, and Questions\u003c\/li\u003e\n\u003cli\u003e\n\u003cp\u003e \u003c\/p\u003e \u003c\/li\u003e\n\u003cli\u003eReflection\u003c\/li\u003e\n\u003c\/ul\u003e\n\u003cp\u003eChapter 8: How Much Do You Know? Differentiating Summative Assessments\u003c\/p\u003e\n\u003cul\u003e\n\u003cli\u003e\n\u003cp\u003e \u003c\/p\u003e \u003c\/li\u003e\n\u003cli\u003ePutting it all Together\u003c\/li\u003e\n\u003cli\u003e\n\u003cp\u003e \u003c\/p\u003e \u003c\/li\u003e\n\u003cli\u003eQuiz-creation (Review)\u003c\/li\u003e\n\u003cli\u003e\n\u003cp\u003e \u003c\/p\u003e \u003c\/li\u003e\n\u003cli\u003eSlideshow creation tools (Review \u0026amp; Some New Ideas)\u003c\/li\u003e\n\u003cli\u003e\n\u003cp\u003e \u003c\/p\u003e \u003c\/li\u003e\n\u003cli\u003eRubrics\u003c\/li\u003e\n\u003cli\u003e\n\u003cp\u003e \u003c\/p\u003e \u003c\/li\u003e\n\u003cli\u003eInfographic Generators\u003c\/li\u003e\n\u003cli\u003e\n\u003cp\u003e \u003c\/p\u003e \u003c\/li\u003e\n\u003cli\u003eReflection\u003c\/li\u003e\n\u003c\/ul\u003e\n\u003c\/ul\u003e","brand":"Taylor \u0026 Francis Ltd","offers":[{"title":"Default Title","offer_id":50577837457751,"sku":"9781138641228","price":28.99,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0817\/1739\/5799\/files\/9781138641228.jpg?v=1746096882","url":"https:\/\/bookcurl.com\/products\/differentiated-reading-instruction-9781138641228","provider":"Book Curl","version":"1.0","type":"link"}