Cover -- Half Title Page -- Title Page -- Copyright -- Dedication -- About the Authors -- Contents -- 1. Setting the Stage -- Model Basics -- Instructional Design -- Focus on Research -- Evidence of Effectiveness -- 2. Models of Differentiation and Tiered Instruction -- Differentiation in All Content Areas -- Differentiation by Instructional Level -- Differentiation by Text Level -- Differentiation by Assessed Needs -- Tiered Instruction -- Intervention or Differentiation? -- 3. Using Assessments to Guide Differentiation -- Background Knowledge -- Key Types of Assessments -- Using Assessments Systematically -- Organizing for Assessment -- Assessing Vocabulary and Comprehension -- Assessing Fluency -- Assessing Word Recognition, Letter Names, and Letter Sounds -- A Coordinated Plan for Assessment -- Using Assessments from Cycle to Cycle -- Maintaining Records of Assessment -- A Final Word -- 4. Targeting Phonological Awareness and Word Recognition -- Background Knowledge -- Grouping Children for PAWR Instruction -- Instruction That Targets PAWR -- How Did We Plan This Instruction? -- Planning for the Basic Alphabet Knowledge Group -- Planning for the Using Letter Sounds Group -- Planning for the Using Letter Patterns Group -- Planning for the Dictated Sentences Group -- Strategies for Every-Pupil-Response Techniques -- Taking Stock -- Summary -- Appendix 4.1. Lesson Plans -- 5. Targeting Word Recognition and Fluency -- Background Knowledge -- Grouping Children for WRAF Instruction -- Instruction That Targets WRAF -- How Did We Plan This Instruction? -- Planning for the Blends and Digraphs Group and the R-Controlled Vowels Group -- Planning for the VCe Group -- Planning for the Vowel Teams Group -- Strategies for Every-Pupil-Response Techniques -- Taking Stock -- Summary -- Appendix 5.1. Lesson Plans -- 6. Targeting Fluency and Comprehension -- Background Knowledge -- Grouping Children for FAC Instruction -- Instruction That Targets FAC -- Research on Repeated Readings -- Research on Approaches to Oral Reading -- Research on Multisyllabic Decoding -- How Did We Plan This Instruction? -- Choosing Texts -- Choosing the Instructional Format -- Planning for Fluency with Multisyllabic Decoding -- Planning for Fluency without Multisyllabic Decoding -- Strategies for Every-Pupil-Response Techniques -- Taking Stock -- Summary -- Appendix 6.1. Lesson Plans -- 7. Targeting Vocabulary and Comprehension -- Background Knowledge -- VAC for Fluent Readers -- Grouping Children for VAC Instruction -- Instruction That Targets VAC -- Research on Teaching Comprehension Strategies -- Research on Teaching Text Structure -- Research on Teaching Vocabulary -- Upward Mobility in a VAC Group -- How Did We Plan This Instruction? -- How Does the Length of the Books Fit into a Lesson Cycle? -- Which Books Should We Choose? -- Which Words Should We Teach? -- How Should We Teach Comprehension? -- Which Instructional Methods Should We Use? -- Lesson Format for VAC -- Strategies for Every-Pupil-Response Techniques -- Taking Stock -- Summary -- Appendix 7.1. Lesson Plans -- 8. Making Differentiation Schoolwide -- Teachers Need a Strong Tier 1 Curriculum -- Teachers Need Time to Teach -- Teachers Need Organized Differentiation Materials -- Teachers Need Structure and Support -- Teachers Need Leaders Who Understand Instruction -- Teachers Need One Another -- A Final Invitation -- References -- Index -- .
