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Literacy for Life

Reading Part 1: LE03 Etivity #9
by

Jennifer Moore

on 12 March 2015

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Transcript of Literacy for Life

The Roots
Differentiated Instruction
Literacy for Boys
Diverse Literacy Resources
The Results
Every student needs to be considered in the classroom for differentiation to be effective.

This means understanding the unique dynamic that boys and English Language Learners bring to a reading program.
The foundation of teaching is
meeting the needs of our
students. It begins with fulfilling
basic requirements and it grows
into knowing and responding to
every child's learning style.
For Reading
Literacy for Life
Differentiated Instruction for Boys
In order to cultivate the readers in our classroom, it is vital to have books available that are interesting, appropriate and serve to broaden their understanding of the global community.

Educating students on the importance of culture, history and the environment should be reflected in our Read Alouds and libraries.
By getting to know our students (growing roots) and providing the scaffolding they need (cultivating) we will see them grow as life-long learners. The fruit that they bear will be a love for literacy and a passion for reading.
Reaching All Readers
As we become familiar with each
student and take time to figure
out their interests and abilities
we start to understand what
captivates, motivates and moves
them. We begin to see the need for
differentiating our teaching style in order to meet each student where they are and to facilitate their growth.
Differentiated instruction is a tool belt of strategies that makes the content and curriculum being taught accessible to all learners. It allows students to access the same information by providing teaching methods, learning goals, and appropriate tasks that are tailored to students' needs.
Differentiation can be used in all strands of education and require teachers to identify three things before beginning their instruction:

1. Readiness
2. Interests
3. Learning styles & environmental preferences
Once teachers have identified the learning goals and needs of their students, differentiation can happen. Literacy is a subject area where students benefit greatly from differentiated instruction.
Tiered Assignments: allow students to interact with text at their level of understanding and comprehension. The objective may be the same, but activities require different depths of thinking.
Readers grow into their love for literacy at different rates. Each student requires different conditions to flourish! As teachers we can modify content, process, products and learning environment to help them succeed.
Interest Centers (or Groups): allow students to choose a topic that they are excited about and motivated by.
Flexible Groups: allow students to be paired based on the learning goal taking into account the readiness, interests and learning profiles of group members.
Choice Boards: provide students with a variety of options to show-what-they-know. They are allowed to choose an activity that highlights their strength as a learner.
When we give students 'choice' we draw on their strengths and show them what they are good at. By doing this, we build the confidence they have in themselves and cultivate a love for reading!
http://www.edu.gov.on.ca/eng/document/manyroots/manyroots.pdf


http://www.edu.gov.on.ca/eng/document/brochure/meread/meread.pdf


http://www.readingrockets.org/atoz/differentiated_instruction/
Works Cited
Boys as Readers
English Language Learners
We need to engage boys in reading by designing our classroom and our assignments to align with their preferences and interests.

Tailoring our classroom library, as well as, selecting texts and assignments to reflect boys' learning profile will go along way to engage them in the reading process.
Classroom libraries should include texts that: have a hero (and a villain!), are action-oriented, involve facts/history, are funny (and mischievous) or are a part of a series. It's also important to include books that have positive male role-models.

Reading assignments should be: relevant, bite-sized and timed, “active” (drama, investigation, research, technology), should include short-term goals and have an element of competition.

When working with all kids, but especially boys, teachers should remember to be clear about the purpose and explicit in their teaching. Providing regular feedback to encourage or redirect!
English Language Learners in the Classroom
Having English Language Learners in your classroom can bring a new kind of joy and a different set of challenges. As we learn to work together, teaching the basic cultural as well as language building blocks the results can be inspiring, exciting, and rewarding for everyone.
English Language Learners need to be supported at every point: from learning new vocabulary to building relationships.

As educators, we need to teach explicitly and modify activities to ensure their success.

Similar to our considerations for boys components like: the classroom library, texts and assignments should be tailored to our ELL students. Instruction needs to be differentiated in order to accommodate a variety of backgrounds and proficiencies.
Differentiated Instruction for ELLs
Classroom libraries should include texts that are: representative of a variety of cultures and experiences, simple to read, dual-language, straight-forward with clear pictures and simple plots.

Reading assignments should: involve students' primary language whenever possible (journal reflections, oral responses, brainstorming), draw on students' background knowledge, be designed for success to build confidence.

Feedback continues to be important as well as checking for understanding to ensure that students are clear about the material being taught, learning goals and success criteria.
Texts should expose students to issues of aboriginal importance, cultural diversity and environmental awareness.
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