Differentiated Instruction

Differentiated instruction was required for guided reading in our grade 1 classroom. There were many different reading levels and guided reading groups were used to meet all the students needs. The general teacher, resource teacher, and an educational assistant led these groups. Groups also rotated leaders every 6-8 weeks.
Fountas and Pinnell Reading Assessment was used to determine each reading level and the areas of needs in order to differentiate instruction. This assessment considers reading fluency, accuracy, and comprehension. Once all levels were determined, groups were formed based on levels. Assessements were also done every 3-4 months to determine growth and form new groups if needed.
Reading A-Z program was used because it correlates with the Fountas and Pinnell levels. The muli-level books allow for all students to have the same title page, pictures, topic, and curriculum outcomes, but at their reading level. Instructional strategies such as think-alouds, group discussions, brainstorming, and inquiry were used. Comprehension strategies were also taught such as visualization and connecting to prior knowledge.
The environment included small group instruction in different areas of the school. Phonics phones, graphic organizers, tape recorders, and trackers were used to assist students in their reading fluency, accuracy, and comprehension. Guided reading worked so well for this grade that the grade 2 teacher also implemented this strategy into her program this year.