By Sharon Walpole

This bestselling e-book offers a research-based framework for making differentiated guideline paintings within the fundamental grades. It comprises scientifically established innovations for educating each one part of the start studying software. The authors describe how one can use review to shape differentiated small teams and visual display unit scholar growth; plan which talents to focus on and whilst; and enforce rigorously chosen tutorial thoughts. В Vivid school room examples illustrate what differentiated guideline seems like in motion in all the basic grades. for added valuable assets, together with classroom-ready lesson plans, lecturers can buy the complementary quantity, How to devise Differentiated analyzing guide: assets for Grades K-3.

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Extra resources for Differentiated Reading Instruction: Strategies for the Primary Grades

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42 DIFFERENTIATED READING INSTRUCTION You can choose to use a slinky to show that the sounds are stretched and then blended to make the procedure more concrete for the children. How Do You Know If Segmenting and Blending Is Working? You will know if this strategy is working when children can blend and segment a new word automatically. In order to spell new words, children must be able to segment them easily so that they can then match the sounds to letters; in order to read new words, they must be able to blend phonemes or onsets and rimes fluidly.

In order to build phonemic awareness in children, you need to be able to segment phonemes yourself. This may not be as easy as it sounds. There are a few things about phoneme segmentation that are a bit difficult for skilled readers who already know how to read and spell virtually all words. The key concept to know is that while English is an alphabetic language, not all phonemes are represented by one and only one letter. Rather, each of the 44 phonemes in English might be represented by many different graphemes.

The prognosis for success with developing phonemic awareness is very good for most children. In fact, many teachers have developed the assessment skills to identify children who need phonemic awareness instruction and the instructional skills to provide such instruction in differentiated small-group instruction. In this chapter, we summarize important research in this area and describe simple procedures that teachers can use to provide differentiated instruction in phonemic awareness. Our recommendations in this chapter are most appropriate for kindergarten and early first grade.

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