Teaching Reading: K-2 Workshop
Before You Watch | Differentiating Instruction
In the video for this session, Dr. Jeanne R. Paratore presents research-based principles that support the use of a flexible grouping model for literacy instruction. She reviews basic formats for flexible grouping, and applies the research to effective teaching practices and routines that advance all students’ reading development. The workshop participants watch classroom excerpts illustrating instruction in different grouping formats. They then relate the classroom practices to their own teaching.
Materials Needed for This Session
Throughout this session, questions are posed to guide you through the topic. If you are working in a group, discuss your responses; if you are working alone, reflect on them in your journal.
To prepare for the workshop session, you will tap your prior knowledge, read two articles on differentiating instruction, and review important terms.
What do you already know?
Print and complete the Differentiating Instruction Chart (PDF).
Assignment: Save your Differentiating Instruction Chart to update and revise throughout the session.
Read these articles:
Grouping for Literacy Instruction Part: 1 | 2 (PDF)
Paratore, J. “Grouping for Instruction in Literacy: What We’ve Learned About What’s Working and What’s Not.” The California Reader 33, no. 4, (2000): 2-10.
Flexible Groups Part: 1 | 2 (PDF)
Radencich, M. C., L. J. McKay, and J. R. Paratore. “Keeping Flexible Groups Flexible: Grouping Options.” In Radencich, M. C., and L. J. McKay, eds. Flexible Grouping for Literacy in the Elementary Grades, 25-41. Boston, Mass.: Allyn and Bacon, 1995.
Review these important terms:
Revise your chart:
Return to your Differentiating Instruction Chart. Add any new thoughts, ideas, or questions based on your readings and review of important terms.
Workshop 1 Creating a Literate Community
In this session, you will investigate and apply research-based principles for creating effective classroom routines and environments.
Workshop 2 Supporting the English Language Learner
In this session, you will investigate and apply research-based principles of effective early literacy instruction for English Language Learners.
Workshop 3 Word Study and Fluency
In this session, you will investigate and apply research-based principles of word study and fluency in early literacy.
Workshop 4 Comprehension and Response
In this session, you will investigate and apply research-based principles of effective comprehension instruction in early literacy.
Workshop 5 Teaching Writing as a Process
In this session, you will investigate and apply research-based principles on writing instruction in early literacy.
Workshop 6 Differentiating Instruction
In this session, you will investigate and apply research-based principles of differentiating instruction in early literacy.
Workshop 7 Using Assessment To Guide Instruction
In this session, you will investigate and apply research-based principles of assessment in early literacy.
video 8 Connecting School and Home
In this session, teachers will examine their beliefs on how parents contribute to students' literacy and their own roles in engaging parents as partners in student motivation and learning. They will discuss their own interactions with parents and explore ways they might build on existing practices.