What are your understandings of differentiation

Reference no: EM133307553

1. Reading & Notes:

Read the assigned chapter(s):

(Skim) Dewitz, P., Graves, M., Graves, B. & Juel, C. (2020). Teaching reading in the 21st century: Motivating all learners, Chapter One, Pearson.
Focus on Cognitive-Constructivist View of Reading, Components of Literacy Curriculum
Dewitz, P., Graves, M., Graves, B. & Juel, C. (2020). Teaching reading in the 21st century: Motivating all learners, Chapter Two, Pearson.
Skim A Brief History of Reading Instruction, Focus on Constructivist Perspectives on Instruction / Teaching for Transfer / Major Approaches to Reading Instruction
As you read about in Chapter 2, "Instruction is the procedures and practices teachers use to help students acquire new knowledge, skills, and attitudes". After reading this chapter, and completing your notes, what is the "theory of instruction" being used in your internship classroom to support literacy development?

2. M2: Critical Components of Teaching Literacy Discussion

3. M4: Organizing Instruction Discussion

Question 1. Explain what a strong core program is from your readings in chapter 4. Explain the core reading program in your school / grade level /classroom (choose to discuss from the level that makes the most sense for you and your unique placement. What is the core instruction that all students receive? What are you seeing / doing? Is it effective? What might be missing?

Question 2. What are your understandings of differentiation? How is differentiation structured in this classroom during core instruction? Is this structure helping students (why or why not)? How do you know? What else could be done?

Question 3. What is intervention, and how is your school / grade level / classroom instruction intervening for students that are struggling readers? What additional supports are English Language Learners receiving? What else could be done?

Reference no: EM133307553

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