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KimSPD-485 Differentiated Reading Instructional StrategiesDirections: Use the topic Resources and your own

Kim

SPD-485 Differentiated Reading Instructional Strategies

Directions: Use the topic Resources and your own research to complete the chart below.

· Identify a grade level and an ELA lesson that would be appropriate for students in the selected grade level.

· Identify two reading standards that will be the focus of the lesson. For each standard, identify the concepts that students need to know and the skills that students need to demonstrate.

· Select research-based instructional strategies for differentiating the lesson content, process, and product to meet the diverse needs of the students in the classroom. Select one instructional strategy you could employ for each group of students and record it in the appropriate section on the chart.

Grade Level: Lesson Topic/Title:

Reading Standards: (List each standard in its entirety. Bold the nouns/noun phrases and highlight in color the verbs/verb phrases).

1.

2.

Student Group Descriptions

Strategy and Rationale for Differentiating Lesson Content

(Name and describe the differentiation strategy in 1-2 sentences.

Write a 1-2 sentence rationale that supports the use of the strategy based upon research-based best practices.)

Strategy and Rationale for Differentiating Lesson Process

(Name and describe the differentiation strategy in 1-2 sentences.

Write a 1-2 sentence rationale that supports the use of the strategy based upon research-based best practices.)

Strategy and Rationale for Differentiating Lesson Product

(Name and describe the differentiation strategy in 1-2 sentences.

Write a 1-2 sentence rationale that supports the use of the strategy based upon research-based best practices.)

Students with Reading Disabilities (not dyslexia)

Strategy:

Rationale:

Strategy:

Rationale:

Strategy:

Rationale:

Students with Dyslexia

Strategy:

Rationale:

Strategy:

Rationale:

Strategy:

Rationale:

Reluctant Readers

Strategy:

Rationale:

Strategy:

Rationale:

Strategy:

Rationale:

Striving Readers

Strategy:

Rationale:

Strategy:

Rationale:

Strategy:

Rationale:

Struggling Readers

Strategy:

Rationale:

Strategy:

Rationale:

Strategy:

Rationale:

Above Grade Level Readers

Strategy:

Rationale:

Strategy:

Rationale:

Strategy:

Rationale:

English Language Learners

Strategy:

Rationale:

Strategy:

Rationale:

Strategy:

Rationale:

Reflection: In 250 words, address the following.

· Discuss the role of students’ interests, learning styles, and abilities in planning differentiated instruction.

· Discuss the difference between accommodations and modifications within the scope of content, process, and product. Using one of the strategies you have provided above, provide an example of an accommodation and a modification to illustrate your ideas.

References: Cite 2-3 scholarly resources to support the chart content.

© 2021. Grand Canyon University. All Rights Reserved.

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