Differentiated Instruction

Differentiating Reading Instruction

Differentiation involves 

• meeting student needs
• making sure that each student is affirmed, challenged, and successful
• having high expectations of all students
• validating their diverse life experiences
• knowing their interests
• involving their parents
• articulating why and how you teach what you do
• building metacognative awareness by thinking aloud

Gradual Release of Responsibility

This is a continual process of modelling new skills, guided practice, and finally students indpendently demonstrating the skills. The balanced reading model leands itself perfectly to this paradigm. Each pillar of the balanced reading program respesents an aspect of gradual release, as skills are mastered and students demonstrate independence, new skills are modeled, practiced, and finaly mastered.  As the student's toolbox of skills builds, that student gains independence at reading more complex texts, demonstrating the thinking processes required of good readers.

Resources:
Differentiating instruction: Continuing the conversation [Video file]. (n.d.).
     Retrieved from https://youtu.be/hwLpCmnYi_M
A guide to effective instruction in reading kindergarten to grade 3.
A guide to effective literacy instruction grades 4-6.