Differentiated reading instruction means assessing each child and matching them with a variety of resources, challenging tasks, and support to help enrich their understanding of reading.

• Students will enter into kindergarten with different set of skills and unknowns about reading.

• Good teachers observe and change/differentiate instruction because they have built the competency to be able to know how a student is responding.

• Teachers need resources to differentiate properly. Resources such as specialists, books, etc.
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• A challenge that continues throughout a teacher's career is figuring out what methods will help a struggling reader.

• Teachers who are successful in teaching reading see children as capable. These teachers have a variety of instructional methods and materials to match to the child.

• Students with disabilities can highly benefit from systematic and explicit instruction.
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• Develop a flexible classroom so differentiation can occur. This flexibility can look like one on one small group lessons with the teacher, indicated by assessment while other students in the class are sharing their readings with one another.

• Assessment is the "root system," of differentiation.

• Less invasive to a child to keep them in the classroom if they could benefit from it. Ask yourself what does the child need not where does their body need to go.

The number one reason to differentiate is to meet the needs of all students regardless of where they might be in their reading journey.

• How to interpret student's needs based on assessment.

• How to select the correct assessments for a new unit. (Daily assessment throughout a sequence of study that helps you make plans for students).

• How to teach reading and overall classroom routines to English Language learners when a teacher doesn't speak another language.