Guiding Principles
The best practices in teaching will be my guiding principles while I work with your child. I utilize proactive teaching, which consists of deliberately showing students how to do something before expecting them to do it themselves. I believe that each of my students has his own individuality and differences. The students' needs
can be met through differentiated instruction. In third grade, we will be working on units of study that take into account varied reading levels of students and yet allow all students to study similar content, work with the same genre, and use the same comprehension strategies. Some struggling readers will benefit from Response to Intervention-RTI, a process of providing increasingly more explicit and supportive instruction so that all students learn to read.
Examples of differentiations:
The best practices in teaching will be my guiding principles while I work with your child. I utilize proactive teaching, which consists of deliberately showing students how to do something before expecting them to do it themselves. I believe that each of my students has his own individuality and differences. The students' needs
can be met through differentiated instruction. In third grade, we will be working on units of study that take into account varied reading levels of students and yet allow all students to study similar content, work with the same genre, and use the same comprehension strategies. Some struggling readers will benefit from Response to Intervention-RTI, a process of providing increasingly more explicit and supportive instruction so that all students learn to read.
Examples of differentiations:
- English Language Learners-ELL enter the school year at different levels of English performance. During literacy work stations, they might need more time to complete a task independently. When I provide extra time for them, ELL will engage in the application of comprehension strategies, vocabulary development, word pronunciation and other necessary skills, which they need to be successful in a classroom.
- Struggling readers will receive more teacher-directed code focused instruction and stronger readers
spend more time reading and writing independently on important tasks. That means that in guided reading I will provide extra practice time for lower reading groups compare to good readers. I will differentiate not only time and task, but also text. - During guided reading, I will choose text that matches with students' reading level. The text should match the students' interest. I will differentiate at the other literacy stations, too. For example, the best way to differentiate at the Big Book work station is to provide a variety of Big Books our class read together. Keep some of the favorites on hand, so students can easily find something familiar that they can read. I will put a colored dot on the front of the easiest to read Big Books to lead struggling readers to books I know they can read successfully.