Chapter 9: Differentiation
The topic of differentiation encompasses the types of reading challenges that many students in today’s classrooms possess and the corresponding difficulties that accompany each challenge. This unit of instruction has been designed to assist in developing an understanding of the special instructional and social requirements that teachers must meet. You will examine
the special language and literacy needs of English Language Learners, who make up a significant school population
students at risk for reading failure
those with identified special educational needs, including gifted students
Each member of each small group is to contribute to the visual organizer for differentiation.
The link to the organizer can be found in the instructions for Core Readings: Differentiation.
The entry for the organizer should identify two strengths and two challenges, the trait, that a student from this group might possess.
Only the assigned Core Readings should be used to identify this information.
Determine which aspect of instruction might be influenced by each strength and each challenges you identified.
The Core Reading may not provide this information so you will have to make this determination based on what you have read.
Content: Does any aspect of the trait suggest the type of material I should use when teaching reading?
Context: Does any aspect of the trait suggest the physical or psychological setting I should create in the classroom?
Mode: Does any aspect of the trait suggest the method I should use when teaching reading?
The Core Reading may not state specifically which of these will be influenced so think about what you read about each trait to make this determination.
Click on the link of the Core Reading group that you have been assigned to (in Canvas) to access the selection of readings.
Question: What does scientifically based research state are the characteristics of various types of reading difficulties?