References:

Access Center. (2004). Differentiated Instruction for Reading. Retrieved May 8, 2019, from http://www.readingrockets.org/article/differentiated-instruction-reading

Aston, J. A., Norris, L., & Turley, P. (1990). Making thinking visible: Collaborative planning, concepts, processes, and assignments: A casebook. Pittsburgh, PA: Center for the Study of Writing, Carnegie Mellon University.

Aungst, G. (2014, September 04). Using Webb's Depth of Knowledge to Increase Rigor. Retrieved May 24, 2019, from https://www.edutopia.org/blog/webbs-depth-knowledge-increase-rigor-gerald-aungst

Beers, G. K., & Probst, R. E. (2016). Reading nonfiction: Notice & note stances, signposts, and strategies. Portsmouth, NH: Heinemann.

E-news Archive. (n.d.). Retrieved from http://www.literacyhow.com/our-story/notables/

Ivey, G., & Fisher, D. (2006). Chapter 4. Interventions and Support for Struggling Adolescents. In Creating Literacy-Rich Schools for Adolescents.

Mason, P. (2018). Bloom’s Taxonomy [class handout]. Retrieved from Blackboard.

Shute, V. J. (2008). Focus on Formative Feedback. REVIEW OF EDUCATIONAL RESEARCH,153-189. Retrieved May 8, 2019, from https://journals.sagepub.com/doi/abs/10.3102/0034654307313795.

Supports, Modifications, and Accommodations for Students. (2010, September). Retrieved May 8, 2019, from https://www.parentcenterhub.org/accommodations/#part1

Tovani, C. (2000). I Read It, But I Don't Get It: Comprehension Strategies for Adolescent Readers. Portland, ME: Stenhouse.

Tovani, C. (2004). Do I really have to teach reading?: Content comprehension, grades 6-12. Portland, Me.: Stenhouse.

Photo Credits:

Dash Designs, Banner Creation. 2019 https://www.dashsigns.com/custom-banners/custom-school-banners