The purpose of the article Differentiated Reading Instruction: What and how is to inform the reader about differentiated reading instruction. The main points include the definition of differentiated reading instruction, the operational process and what influences it will bring for teachers and students. Finally, the authors Ankrum and Bean found their conclusion depends on the students, case studies, problem solving, literacy reviews and summary. The authors start the article with a real case study. The example is about Ms. Martin, a professional second grade teacher, who would like to develop and explore the nature of differentiated reading instruction to teach her students. Before the study begins, the authors show some fundamental knowledge …show more content…
These researches show that the best teachers grouped students as whole group, small group and individual lessons when using differentiated instruction. At the same time, they found managing one class or group is easier than planning various activities for multiple groups. It is difficult to reach the goal of “leave no child behind” when managing differentiated instruction for different groups. The authors also think the most followed by the technique methods like teacher-student interaction style could be considered simply. A description of exemplary teachers states that “students in the low-instructional level groups were exposed to as many higher-level teaching strategies as their classmates in higher instructional-level groups”. As the result, the authors want to know how exemplary teachers like Ms. Martin do when she actively considers the different needs of her students (Ankrum & Bean, …show more content…
A pre-assessment is easier for teachers to locate students’ skill level. Certainly, using the suitable assessment tools also needs to be careful. The authors conclude that the development process should be used with a comprehensive assessment that must be on-going and include classroom-based instruction. By observing students’ reading skills and methods, teachers can administer and interpret before they plan the instruction. Ms. Martin conducts formal and informal assessments together. She can quickly find the students’ problems and can have a good exchange with her students at least one month. Through personal conversation, both of them can gain valuable information and knowledge. The grouping formats include three parts: curriculum-based, grade-level appropriate skills and strategies. The authors expand on a method that makes differentiated instruction easier than before. Students can switch groups according to their needs, and it makes teacher’s work efficient and diversified. Ms. Martin shows a successful example of grouping formats, and she is also planning on similar movements (Ankrum & Bean,
While the reading assessment will be different for all students I learned that I must be attentive to the student and what they say, also I learned that even if the student gets frustrated I should not aid in the reading that is in front of them. Instruction for the students should be clear and precise; I believe that every student should have their own Vocabulary Dictionaries in the classroom. I believe that this will aid the students so much in the way that they will be able to acquire harder words and each students will be different, they will be able to have fun with it as well as learn at the same
After, reviewing the vast amount of reading inventories that can be utilized to obtain a reading competency level for a student. I decided to utilize the Jennings Informal Reading Assessment, this assessment had all of the essential elements needed to analyze and evaluate the reading styles and comprehension level of a student. The unique qualities that assist me in selecting this strategy were that of the preprimary word list. The word list offers the student a chance to learn and observe terms that he/she may not have known prior to the assessment. This also provided me with a better understanding of the student usage of visual cues and ability to utilize prior knowledge to understand and recognize information. This is a cognitive ability
Assessments should guide instruction and material selection. Any likely manner, assessments should measure student progress, as well as help, identify deficiencies in reading (Afflerback, 2012). One important indicator of reading deficiencies is spelling. Morris (2014), advocated the importance of administering a spelling assessment in order to have a better understanding of a student’s reading abilities. My school uses the Words Their Way spelling inventory to assess students’ reading abilities at the beginning of the year and throughout the reading year.
Woodward, M., & Johnson, C. T. (2009, November). Reading Intervention Models: Challenges of Classroom Support and Separated Instruction. The Reading Teacher, 63(3).
Differentiated instruction adapts learning to the students’ unique differences. It is a must for teachers to learn as much about each student as possible. Understanding students helps guide teachers’ decisions to match appropriate materials and strategies to each learner’s needs. The strategies and activities are student-centered, based on readiness, planned with flexible grouping designs, and changed as needed to meet the needs of all learners. These personalized experiences give students access to all of the information and skills they can assimilate in their learning journeys (Chapman & King, 2005). This approach meets the academic and related needs of a wide array of diverse learners in schools (Edwards, Carr, & Siegel 2006).
It is an important responsibility of all teachers, either general special education educators, is ensuring that the instruction they deliver is measurably effective in meeting the needs of their students. Using Differentiated Instruction is a way of teaching; it asks educators to know their student’s well, so they can offer each student a good education with a lifetime of experiences and tasks progress learning. Differentiation also means tailoring instruction to meet each individual needs. Whether teachers differentiate content, process, products, or the learning environment, the use of ongoing assessment and flexible grouping makes this a successful approach to
Contemplating on the idea of differentiated classroom, it can be seen that it involves the collaborative attempt of both the teacher and students to create a classroom environment that embraces diversity and differences. With these differences, it helps create the realization towards finding new ways to improve the level of appreciation and learning of content. With these, it helps the educator determine the patterns or methods of instruction that can best apply and supplement the needs of students in the classroom. From this perspective, I do believe that this serves as an important foundation for shaping a differentiated classroom.
Mrs. Hamm discussed that she actually uses three different programs to help teach language and literacy to her students. The first program, which is actually her favorite of the three programs, is called “Read Aloud Library”, the second program is called “Language for Learning” and the third program is called “Reading Mastery”. Mrs. Hamm discussed the programs as being very helpful tools in helping children develop their reading skills. Mrs. Hamm integrates literacy in her classroom in many different ways. In the different programs, the students read one book together in which they work on for the week by breaking down the chapters so that children can retell the story and learn th...
This article is written by a teacher and describes ways in which differentiated instruction can be implemented.
When teachers differentiate their lesson, the students are more engaged to learn. Students have some choice in their learning activities, which motivates students to want to learn and also puts more learning responsibility on the students. Some students may prefer to work alone or in groups and some students like to be hands-on. By differentiating the lesson, all students’ needs are being met. “Differentiated Instruction gives students a range of ways to access curriculum, instruction and assessment. DI engages students to interact and participate in the classroom in a richer way. It is based on the assumption that all students differ in their learning styles, strengths, needs and abilities and that classroom activities should be adapted to meet these differences
Principles of differentiated instruction (access differentiation, low impact differentiation, and high impact differentiation)- Differentiated instruction is important to meet the needs of all learners inside the classroom. Differentiated instruction involves getting to know all the students in the class and find ways to vary instruction and individualize it. Differentiated instruction also involves finding the supports to help students succeed. Access differentiation includes providing students with the help or support they need to have the same access to the curriculum as their peers. For example, a ELL student may need a bilingual dictionary in order to understand some of the new terms in the reading.
Researches at the National; Center on accessing the general curriculum define differentiated instruction as a process to approach teaching and learning for students of differing abilities in the same class". (Huebner, T.A,
“Differentiated Instruction stresses that one style of teaching will not accommodate every student, especially when the teacher’s style is a mismatch of the student’s style (Levine, 2002).” This allows teachers to vary their learning activities, assessments, and classroom environment to meet the needs of each student. Diversity in instruction provides opportunities to plan for success for all students. Instructions should be planning for students’ success not for their failure. It is important to be flexible in order to accommodate to each students’ need (Levine,
Many students have a hard time when it comes to reading. There are many reading inventions that can help students out. Reading inventions are strategies that help students who are having trouble reading. The interventions are techniques that can be used to assist in one on ones with students or working in small groups to help students become a better reader. Hannah is a student who seems to be struggling with many independent reading assignments. There can be many reasons that Hannah is struggling with the independent reading assignments. One of the reasons that Hannah can be struggling with is reading comprehension while she is reading on her on. Reading comprehension is when students are able to read something, they are able to process it and they are able to understand what the text is saying. According to article Evidence-based early reading practices within a response to intervention system, it was mentioned that research strategies that can use to help reading comprehension can include of activating the student’s background knowledge of the text, the teacher can have questions that the student answer while reading the text, having students draw conclusions from the text, having
...each child linked to his or her age, maturity, interests, capacities, and capabilities. The teacher will be given suggestions to divided her students into mixed-ability groups for some activities, or she can group students by age or grade for skill subjects (such as reading and writing, arithmetic, and science). This will encourage students of different backgrounds to include each other in their work. However she must note that for grouping to be effective, materials and teaching must be varied and made challenging to accommodate the learning needs of students with different levels of ability. She will also be informed to develop a variety of worksheets to be used with diverse groups in multigrade classroom situations; these could include teacher-guided activity sheets, group learning worksheets, individual practice worksheets, and peer directed instruction sheets.