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,
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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
Watts-Taffe, S., Laster, B., Broach, L., Marinak, B., McDonald Connor, C., & Walker-Dalhours, D. (2012). Differentiated instruction: Making informed teacher decisions. Reading teacher, 66(4), 303-314. doi:10.1002/TRTR.01123
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.
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...
Teachers are responsible for teaching an increasingly diverse group of young learners. Each learner progresses at varying rates within a subject, and can vary at uneven rates across different subject areas as well. Children vary in temperament, personalities, attitudes, strengths, needs, culture, language, gender, support systems, confidence, and interests. Teachers have a responsibility to ensure that all of the students in their classroom progress in their learning of the content. In order for teachers to be able to reach all learners they need to differentiate instruction.
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.
"While many teachers in today's schools are mandated to use prescriptive basal reading programs ... a teacher should know much more to become an effective instructor of reading." (Bukowiecki, 2007) There is more than one way to teach reading to students, and the diversity and variety in the lessons can help students with all types of learning styles and needs learn to be effective readers. Before the instructional techniques can be described there is a critical theory behind reading instruction that needs to be addressed and understood, that theory is the five big ideas of
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,
The group singled out five elements that differed from most reading instruction in elementary classrooms, and they are: short passages, complex texts, limited frontloading, repeated readings, and text-dependent questions. Firstly, “the most obvious feature was the length of the texts that were used in close readings” (Fisher & Frey, 2012). The text for close readings never exceed two pages in length regardless of the grade level. This is because it is easier to have students dig deep into shorter passages. Secondly, “the texts that demonstration teachers selected for close reading were complex” (Fisher & Frey, 2012).
It seems that in a haste to prepare students for a reading test, administration and teachers alike have forgotten that reading achievement is correlated to time spent reading (Samuels & Farstrup, 2011). Both teachers also neglected the fact that there was a key component missing from both a reading center and reading at home: teacher support. Although in the 2nd grade classroom there was some teacher guidance in book selection there was no time set aside for teacher and student to sit together and discuss reading strategies or the book as a whole, important aspects of successful independent reading (Samuels & Fastrup, 2011, Miller & Moss, 2013). In the book No More Independent Reading Without Support Miller and Moss give 7 practices that are critical for effective independent reading including “students need explicit instruction about what, why and how readers read… students need access to texts… students need teacher monitoring, assessment and ongoing support (2013, p. 19, 27, 30). Each of these components was missing in some way from both of these classrooms.
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
“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,