Meet the Author |
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xi | |
Introduction: What Is Reading, and How Can I Help? |
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1 | (12) |
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2 | (1) |
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From Decoding to Higher Level Thinking, and Everything in Between |
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3 | (1) |
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Language Comprehension and Reading Comprehension |
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3 | (2) |
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5 | (1) |
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6 | (1) |
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How Technology and Reading Are an Ideal Match |
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7 | (1) |
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8 | (1) |
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A Note about the Technology in This Book |
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9 | (2) |
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11 | (1) |
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11 | (2) |
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1 What Do You Mean by "Differentiation"? |
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13 | (15) |
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Long Ago and Far Away, the Greeks Warned Us |
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13 | (1) |
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Differentiation vs Tracking |
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14 | (1) |
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15 | (1) |
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Differentiation by Interest |
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15 | (1) |
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Differentiation by "Learning Style" |
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16 | (1) |
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Differentiation by Readiness |
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16 | (1) |
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Universal Design for Learning (UDL) and Differentiation: Two Sides of the Same Coin |
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17 | (1) |
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Differentiation by UDL Categories |
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18 | (2) |
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Group Names, Group Members, and Group Selection |
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20 | (2) |
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Differentiation and the Law |
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22 | (2) |
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Best Practice: The Necessity of Explicit Instruction |
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24 | (1) |
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Frameworks for Differentiation |
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24 | (1) |
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25 | (1) |
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26 | (2) |
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2 What Do Your Students Know? Formative Assessments for Differentiation |
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28 | (25) |
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30 | (1) |
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How It Works and How Technology Can Help |
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31 | (3) |
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Formative Assessment via Forms and Quizzes |
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34 | (1) |
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34 | (9) |
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Other Options for Collecting Formative Assessments via Forms and Quizzes (LMS and More) |
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43 | (2) |
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Formative Assessment via Audio and Video Recordings |
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45 | (1) |
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Create a Screen Recording, Voice Recording, and/or Video Recording |
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45 | (3) |
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Formative Assessment via Sorting Activities |
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48 | (3) |
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51 | (1) |
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51 | (2) |
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3 What Does This Say? Differentiating for Decoding and Reading Fluency |
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53 | (22) |
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Why Decoding and Fluency Matter |
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55 | (1) |
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What to Expect: Typical Decoding and Fluency Development |
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56 | (2) |
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With Great Power Comes Great Responsibility |
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58 | (1) |
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How Technology Can Help (and How It Can't) |
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59 | (1) |
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60 | (1) |
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60 | (2) |
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Text-to-Speech Tools with Additional Features |
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62 | (2) |
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Turning Images into Text: Optical Character Recognition (OCR) Tools |
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64 | (1) |
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Podcasts for Some, or Podcasts for All |
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65 | (1) |
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66 | (1) |
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Closed Captioning for Videos |
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67 | (1) |
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Providing Audio Instructions and Feedback for Students |
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68 | (2) |
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Student-Generated Audio Recordings to Enhance Fluency |
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70 | (2) |
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72 | (1) |
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72 | (3) |
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4 What Does This Mean? Part 1: Differentiating Vocabulary Instruction |
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75 | (20) |
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Two Approaches: Direct and Contextual |
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76 | (4) |
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Tools for Direct Instruction |
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80 | (6) |
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Tools for Contextual Instruction |
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86 | (4) |
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Tools That Can Be Used for Either Approach (and How) |
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90 | (3) |
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93 | (1) |
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93 | (2) |
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5 What Does This Mean? Part 2: Differentiating During the Research Process and Reading Nonfiction |
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95 | (28) |
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Why Reading Nonfiction Matters |
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96 | (1) |
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What Reading Nonfiction Entails |
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96 | (1) |
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97 | (1) |
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98 | (4) |
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Creating a YouTube Playlist |
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102 | (1) |
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Creating Custom Search Engines |
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103 | (1) |
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104 | (7) |
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111 | (4) |
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Annotating Multiple Sources |
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115 | (3) |
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Differentiated Complexity |
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118 | (2) |
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120 | (1) |
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120 | (1) |
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121 | (2) |
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6 What Does This Mean? Part 3: Differentiating During Fiction Reading |
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123 | (20) |
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123 | (1) |
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What Reading Fiction Entails |
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124 | (4) |
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128 | (3) |
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Explicit Text Structure Instruction and Inferences |
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131 | (2) |
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133 | (1) |
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Exemplars of Interactive Units |
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134 | (1) |
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135 | (2) |
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137 | (2) |
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139 | (1) |
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139 | (4) |
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7 Can You Tell Me About It? Differentiating Writing (to Help Reading Comprehension) |
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143 | (18) |
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Why Writing Matters for Reading |
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143 | (1) |
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What Writing (to Read) Entails |
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144 | (3) |
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147 | (1) |
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148 | (1) |
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149 | (1) |
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150 | (2) |
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Scaffolds: Cloze Tasks, Mnemonics, and Questions |
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152 | (6) |
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158 | (1) |
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158 | (3) |
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8 How Much Do You Know? Differentiating Summative Assessments |
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161 | (7) |
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162 | (2) |
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164 | (1) |
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Slideshow Creation Tools (Review and Some New Ideas, Too) |
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164 | (1) |
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165 | (1) |
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166 | (1) |
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167 | (1) |
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167 | (1) |
Epilogue |
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168 | (1) |
List of Referenced Technology Tools |
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169 | |