Differentiation by Stefanie Mueller https://padlet.com/stefaniemueller33/8ho6c5xb1d0u Made with whimsy en-us 2018-09-06 17:11:39 UTC 2018-09-10 22:05:14 UTC hello@padlet.com What does differentiated reading instruction mean to you? npeek14 https://padlet.com/stefaniemueller33/8ho6c5xb1d0u/wish/279032262 Differentiated reading instruction to me, means accommodating students and getting them to the area of reading that is right for them. There are a lot of factors that take part in knowing and understanding a student's ability to read. Differentiated reading instruction is more than just putting students at a certain level based on how fast or how much they can read. You have to focus on more than just that. There are English language learners who are learning how to speak English and read at the same time so they may not be in the same place as one who already knows how to speak English fluently. Readers who are struggling have needs that need to be met before they can successfully read at grade level. For example, the reason they may be struggling is because they have weak alphabet knowledge and struggle with comprehension. Differentiated Instruction helps us to find and assess thee needs to help struggling readers.]]> 2018-09-07 21:40:34 UTC https://padlet.com/stefaniemueller33/8ho6c5xb1d0u/wish/279032262 What were 3 things you already knew? npeek14 https://padlet.com/stefaniemueller33/8ho6c5xb1d0u/wish/279032320 a.     The teachers job is to understand the needs of his/her students to better help them. Taking those needs of students and splitting them up into centers is an effective way to help them succeed. Role of assessment helps determine what the students’ needs and goals are and the teacher. For the most challenging students, flexible grouping will not be enough. The teaching monitoring the interventions is the most effective way. If the student isn’t progressing in the current setup- try something different. If they are responding well to it, continue using it. 
b.     5 key components to differentiated instruction
Phonemic awareness: individual sounds
Phonics: letters represent sounds
Fluency: reading smoothly with expression
Vocabulary
Comprehension: ability to understand what is being read
c.     Pulling students out for individualized reading instruction: works with kids most at risk (half hour a day with reading instruction). A con of that is the student will miss the whole group instruction, which could be very beneficial for the student. 
]]> 2018-09-07 21:41:04 UTC https://padlet.com/stefaniemueller33/8ho6c5xb1d0u/wish/279032320 What were 3 surprises? npeek14 https://padlet.com/stefaniemueller33/8ho6c5xb1d0u/wish/279032348 a.     Individual differences between kindergarten and 1st grade is huge. What the teacher does for each student matters, it can help students accomplish much at rapid speed. 
b.     One thing that successful teachers do every time is they size up on how well the students are responding to the task in the instruction given. Even if there is multiple tasks going on, the teacher always knows what is going on (watch children, ask questions, mini-lessons).
c.     Beginning with nonsense words is an effective way to teach real words. 
]]> 2018-09-07 21:41:18 UTC https://padlet.com/stefaniemueller33/8ho6c5xb1d0u/wish/279032348 What were 3 take-aways? npeek14 https://padlet.com/stefaniemueller33/8ho6c5xb1d0u/wish/279032372 a.     Steps to setting up differentiated classroom are being aware of components of successful reading, become more skilled at being aware of student need and understanding their needs and goals, and being more flexible as a teacher.
b.     Teachers need good preparation and ongoing professional development. Teacher preparation and opportunities are very important. For teachers to use differentiated reading instruction well they need adequate resources (books, materials to teach with, support, and time in the day). Administrators can provide important leadership. Make reading priority, allowing time, and resources. Variety of curriculum options, and teacher development.
c.     Teachers who are successful: Have a headset that “this student can learn and I’m going to figure out how to do it.” What materials and strategies work with this student? Who needs the additional resources? Using these not for just the struggling students, but also the advanced. 
]]> 2018-09-07 21:41:35 UTC https://padlet.com/stefaniemueller33/8ho6c5xb1d0u/wish/279032372 What are 3 concepts you want to know more about? npeek14 https://padlet.com/stefaniemueller33/8ho6c5xb1d0u/wish/279032403 a.     One way to help high achieving students is to have adequate opportunities to read books at their level. What other ways can we help high achieving students?
b.     ELL: What strategies/interventions are most effective for ELL? Some examples talked about in the video were personalized vocabulary banks, conversations, and drawing. 
c.     Phonics and word identification are often more challenging for students with learning disabilities. Those students benefit from explicit instruction, but some students will have extra needs.  Students with intellectual disabilities struggle with broad language and vocab delay. Students with autism often do well in decoding but comprehension is difficult. We would love to learn more about what strategies and interventions to use with students with certain disabilities. 
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