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    Strategies For Reaching All Students

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    This document discusses strategies for differentiating instruction to meet the needs of all students. It recommends using data from reading assessments to group students by readiness level and provide instruction tailored to their needs. Suggested strategies include using leveled texts, establishing background knowledge, and varying activities. The document also promotes determining student interests through surveys and incorporating their interests into instruction. Technology like Accelerated Reader and ReadWorks can track student progress data and practice comprehension. The goal is to make frequent assessments, use data to adjust instruction, and ask students about their learning preferences.

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    Strategies For Reaching All Students

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    This document discusses strategies for differentiating instruction to meet the needs of all students. It recommends using data from reading assessments to group students by readiness level and provide instruction tailored to their needs. Suggested strategies include using leveled texts, establishing background knowledge, and varying activities. The document also promotes determining student interests through surveys and incorporating their interests into instruction. Technology like Accelerated Reader and ReadWorks can track student progress data and practice comprehension. The goal is to make frequent assessments, use data to adjust instruction, and ask students about their learning preferences.

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    This document discusses strategies for differentiating instruction to meet the needs of all students. It recommends using data from reading assessments to group students by readiness level and provide instruction tailored to their needs. Suggested strategies include using leveled texts, establishing background knowledge, and varying activities. The document also promotes determining student interests through surveys and incorporating their interests into instruction. Technology like Accelerated Reader and ReadWorks can track student progress data and practice comprehension. The goal is to make frequent assessments, use data to adjust instruction, and ask students about their learning preferences.

    Copyright:

    © All Rights Reserved
    Download as PPTX, PDF, TXT or read online from Scribd
    Download as pptx, pdf, or txt
    107 views10 pages

    Strategies For Reaching All Students

    Uploaded by

    api-564282705
    This document discusses strategies for differentiating instruction to meet the needs of all students. It recommends using data from reading assessments to group students by readiness level and provide instruction tailored to their needs. Suggested strategies include using leveled texts, establishing background knowledge, and varying activities. The document also promotes determining student interests through surveys and incorporating their interests into instruction. Technology like Accelerated Reader and ReadWorks can track student progress data and practice comprehension. The goal is to make frequent assessments, use data to adjust instruction, and ask students about their learning preferences.

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    Strategies for Reaching

    All Students
    Maria Salmon
    Grand Canyon University: ELM 555
    July 28, 2020
    California Common Core State Standard
    Reading Standards for Foundational Skills: Fluency
    RF.3.4.a
    Read on-level text with purpose and understanding.
    (California Common Core State Standards: English Language Arts and Literacy
    in History/ Social Studies, Science, and Technical Subjects, 2013)
    Differentiating Based on Readiness
    Student readiness is the aptitude level a student has reached in the learning task
    (Schoenfeldt & Salsbury, 2009).
    Below Level At Level Above Level
    Arturo Brandie Lolita Bertie
    Students can be Diana Dessie Maria Beryl
    clustered into Eduardo Donnie Mason Nick
    groups Enrique Emma Noah Sharlene
    determined by Fatma Frances Sophia Stuart
    reading
    Fredrick Francesca Terrence Yung
    performance
    level. Ines Jade Wade
    Wayne Kent
    Wendell
    Differentiating Based on Interest
    • Determine students’ interests by asking about their likes.
    – Student or parent surveys
    – Understand their learning profiles

    • Make connections from their interests and real-world activities.


    – Student engagement increases motivation

    • Give students choices in their learning.


    – Methods in which content is presented
    – Activities in the process of mastery
    – Product they will produce to demonstrate mastery

    • Groupings

    (McCarthy, 2014)
    Differentiating Instruction
    Providing a variety of instructional strategies to meet diverse students’ needs
    acknowledges students’ strengths. The connection increases student engagement
    and retention (Vawter & Costner, 2013).
    • Students will be clustered into small homogenous groups based on their
    reading level performance results.
    • Leveled readers will be used.
    • Students will be presented with key vocabulary to ensure background
    knowledge is established.
    • Activities will vary depending on student readiness level.

    Below Level At Level Above Level


    Listen to CD Read Aloud Read independently
    Guided responses Independent work Alternate activity
    Differentiating with Technology Integration
    • Accelerated Reader
    – Zone of proximal development
    – Student engagement
    – Practice comprehension
    – Tracks progress

    • ReadWorks
    – Builds reading fluency and vocabulary
    – Leveled passages
    – Audio support
    Progress Goals
    • Star Reading Progress
    • Accelerated Reader Goals
    • ReadWorks Assessments
    • Reading Goals Chart
    Learning Preferences
    Students are unique, and individuals prefer to learn in different ways
    (Schoenfeldt & Salsbury, 2009).

    • Auditory
    – Lecture, direct instruction, audio recordings, discussions, read alouds

    • Visual
    – Graphics, anchor charts, video presentations, pictures, diagrams, graphs

    • Tactile/Kinesthetic
    – Manipulatives, movement
    Summary and Goal Setting
    • Data from assessments informs a teacher’s instructional decisions.
    – Differentiation
    – Strategies
    – Activities

    • When data is not used to inform instructional decisions, student needs can be
    overlooked.
    • Goals
    – Make frequent assessments to provide feedback and adjust instruction.
    – Use preassessment data and surveys to differentiate instruction.
    – Ask students about their interests and use the information to give them choices.
    – Employ technology to track progress data and encourage student learning.
    References
    California Department of Education. (2013). California Common Core State Standards: English Language Arts and Literacy in History/ Social Studies,
    Science, and Technical Subjects [PDF]. Retrieved from https://www.cde.ca.gov/be/st/ss/documents/finalelaccssstandards.pdf
    Meador, D. (2019, January 3). A comprehensive review of the Star Reading Program. Retrieved from
    https://www.thoughtco.com/review-of-star-reading-3194776
    McCarthy, J. (2014, August 25). Learner interest matters: Strategies for empowering student choice. Retrieved from
    https://www.edutopia.org/blog/differentiated-instruction-learner-interest-matters-john-mccarthy
    ReadWorks. (2019). 3 ways ReadWorks can help you differentiate. Retrieved from https://about.readworks.org/uploads/7/9/6/7/79679564/differentiate.pdf
    Renaissance. (n.d.a). Accelerated Reader. Retrieved from https://www.renaissance.com/products/accelerated-reader/
    Renaissance. (n.d.b). Star Reading. Retrieved from https://www.renaissance.com/products/star-reading/
    Roberts, J.L & Inman, T.F. (2013). Teacher’s Survival Guide: Differentiating Instruction in the Elementary Classroom [Sample PDF]. Waco, TX: Prufrock
    Press. Retrieved from http://www.prufrock.com/assets/clientpages/pdfs/tsg_diff_elem_sample.pdf
    Schoenfeldt, M. K. & Salsbury, D. E. (2009). Lesson Planning: A Research-Based Model for K-12 Classrooms. Upper Saddle River, NJ: Pearson.
    Retrieved from http://gcumedia.com/digital-resources/pearson/2009/lesson-planning_a-research-based-model-for-k-12-classrooms_ebook_1e.php
    Vawter, D. H., & Costner, K. M. (2013). Differentiating instruction for ELLs. AMLE Magazine, 1(4), 10-12. Retrieved from
    https://lopes.idm.oclc.org/login?url=https://search-proquest-com.lopes.idm.oclc.org/docview/1671180450?accountid=7374

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