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Teaching Reading: K-2 Workshop
Differentiating Instruction
In this session, you will investigate and apply research-based principles of differentiating instruction in early literacy.
In this session, you will investigate and apply research-based principles of differentiating instruction in early literacy.
Learning Goals
At the end of this session, you will better understand:
- Research-based evidence on grouping for literacy instruction
- Different grouping formats for meeting individual needs
- Instructional strategies for groups of different abilities
Factors Related To This Session
- Flexible grouping
- Quality instruction for all learners
- High expectations for all students
- Wide range of materials to match abilities and interests
- Ongoing assessment
“The evidence suggests that when we group appropriately and provide adequate learning opportunities, we can, in fact, raise the bar for all children.”
Jeanne R. Paratore
Related Resources
Professional Resources
Allington, R. L. “Research on Reading/Learning Disability Interventions.” In Farstrup, A. E., and S. J. Samuels, eds. What Research Has To Say About Reading Instruction, 261-290. Newark, Del.: International Reading Association, 2002.
Caldwell, J. S., and M. P. Ford. Where Have All the Bluebirds Gone? How To Soar With Flexible Grouping. Portsmouth, N.H.: Heinemann, 2002.
Cunningham, P. M., and D. Hall. “The Four Blocks: A Balanced Framework for Literacy in Primary Classrooms.” In Harris, K., S. Graham, and D. Deshler, eds. Teaching Every Child Every Day, 32-76. Cambridge, Mass.: Brookline Books, 1998.
Cunningham, P. M., D. P. Hall, and M. Defee. “Nonability-Grouped, Multilevel Instruction: Eight Years Later.” The Reading Teacher 51, no. 8 (May 1998): 652-665.
Hiebert, E. H. “Multiple Literacy Contexts in Classrooms: Frameworks, Functions, and Forecasts.” In Radencich, M. C., and L. J. McKay, eds. Flexible Grouping for Literacy in the Elementary Grades, 149-170. Boston, Mass.: Allyn and Bacon, 1995.
Hall, D. P., C. Prevatte, and P. M. Cunningham. “Eliminating Ability Grouping and Reducing Failure in the Primary Grades.” In Allington, R. L., and S. A. Walmsley,eds. No Quick Fix: Rethinking Literacy Programs in America’s Elementary Schools, 137-158. New York, N.Y.: Teachers College Press, 1995.
Radencich, M. C., and L. J. McKay. Flexible Grouping for Literacy in the Elementary Grades. Boston, Mass.: Allyn and Bacon, 1995.
Radencich, M. C., et al. “Implementing Flexible Grouping With a Common Reading Selection”. In Radencich, M. C., and L. J. McKay, eds. Flexible Grouping for Literacy in the Elementary Grades, 42-65. Boston, Mass.: Allyn and Bacon, 1995.
Strickland, D. S. “Classroom Intervention Strategies: Supporting the Literacy Development of Young Learners at risk.” In Strickland, D. S., and L. M. Morrow, eds. Beginning Reading and Writing, 99-110. New York, N.Y.: Teachers College Press, 2000.
Tomlinson, C. A. The Differentiated Classroom. Alexandria, Va.: Association for Supervision and Curriculum Development, 1999.
Related Research
Allington, R. L. “The Reading Instruction Provided Readers of Differing Reading Ability.” Elementary School Journal 83 (1983): 548-559.
Goodman, Y. “Kidwatching: Evaluating Written Language Development.” Australian Journal of Reading 5 (1982): 120-128.
Hiebert, E. H. “An Examination of Ability Grouping for Reading Instruction.” Reading Research Quarterly 18 (1983): 231-255.
Pressley, M., et. al. Learning To Read: Lessons From Exemplary First-Grade Classrooms. New York, N.Y.: Guilford Press, 2001.
Classroom Excerpts Used in the Video
Classrooms shown in the video session are from Teaching Reading K-2: A Library of Classroom Practices.
100 Days of Reading with Shari Frost
Assessment-Driven Instruction with Hildi Perez
Promoting Readers as Leaders with Valerie Kostandos
