In this Strategy Guide, you'll learn approaches that can help you differentiate the reading experience for students depending on their age, interests, and ability.Because of their diverse literacy needs, our students need us to differentiate the product, process and content of learning according to their learning style, interest and readiness. Literacy research reminds us that learning materials must not be too difficult as to frustrate nor should they be too easy as to not challenge student thinking. But, it also reminds us that each unique literacy experience requires that our students use prior knowledge and strategic literacy habits in order to tackle a text's unique characteristics. Asking every student to read the same text with the same purpose and while using the same strategy makes the literacy event too easy for some and too difficult for others. If our ultimate goal is to influence the way our students think with texts, we can provide more than one option for students as they read a text.
So, how can we differentiate the reading experience for students? While there is no easy answer, the use of flexible grouping, tiered texts and use of different reading strategies and/or skills can help us match a material to the literacy needs of our students.Student texts can be used to guide student understanding of essential questions. Who a student reads with, what text(s) a student reads, why he or she reads it, and what thinking we ask students to do with the text(s) can be differentiated according to the literacy needs of our students.If we revisit our sample text, we could give every group in the class a two-column notes sheet and then give groups the choice of recording either the main idea of each person quoted (reading for main idea), questions they have as they read (promoting meta-cognition) or statements that triggered specific thoughts (making connections). Any of these tasks would engage students in thinking more about their understanding while also allowing us to vary the reading experience intentionally according to student needs. Depending on the text and purpose, our students need us to model and offer several reading strategies that support the emphasis on specific reading skills.
In this Strategy Guide, you'll learn approaches that can help you differentiate the reading experience for students depending on their age, interests, and ability.Because of their diverse literacy needs, our students need us to differentiate the product, process and content of learning according to their learning style, interest and readiness. Literacy research reminds us that learning materials must not be too difficult as to frustrate nor should they be too easy as to not challenge student thinking. But, it also reminds us that each unique literacy experience requires that our students use prior knowledge and strategic literacy habits in order to tackle a text's unique characteristics. Asking every student to read the same text with the same purpose and while using the same strategy makes the literacy event too easy for some and too difficult for others. If our ultimate goal is to influence the way our students think with texts, we can provide more than one option for students as they read a text.
So, how can we differentiate the reading experience for students? While there is no easy answer, the use of flexible grouping, tiered texts and use of different reading strategies and/or skills can help us match a material to the literacy needs of our students.Student texts can be used to guide student understanding of essential questions. Who a student reads with, what text(s) a student reads, why he or she reads it, and what thinking we ask students to do with the text(s) can be differentiated according to the literacy needs of our students.If we revisit our sample text, we could give every group in the class a two-column notes sheet and then give groups the choice of recording either the main idea of each person quoted (reading for main idea), questions they have as they read (promoting meta-cognition) or statements that triggered specific thoughts (making connections). Any of these tasks would engage students in thinking more about their understanding while also allowing us to vary the reading experience intentionally according to student needs. Depending on the text and purpose, our students need us to model and offer several reading strategies that support the emphasis on specific reading skills.
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