Accommodating differences: variations in differentiated literacy instruction in Grade 2/3 classrooms |
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| Authors: | Ruthanne Tobin Alison McInnes |
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| Institution: | 1. Department of Curriculum & Instruction, Faculty of Education, PO BOX 3010 STN CSC Victoria, British Columbia V8W 3NH.e‐mail: rtobin@uvic.ca;2. Faculty of Education, University of Windsor, 401 Sunset Avenue, Windsor, Ontario, Canada N9B 3P4.e‐mail: amcinnes@uwindsor.ca |
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| Abstract: | Although teachers are acutely aware of variance in students' literacy needs, many are unsure exactly how to support these needs in the dynamic classroom. This study reports on compelling evidence from Grade 2/3 classrooms in which teachers differentiated instruction in a variety of ways to benefit all students. In particular, teachers provided additional scaffolding for struggling literacy learners by offering a menu of tiered work products, expert tutoring and additional supports. At the base of instruction were common essential understandings grounded in best literacy practices: shared reading and writing, guided reading, excellent texts and literacy centres. The article emphasises the critical importance of responding to the needs of diverse and at‐risk learners in the regular classroom. Differentiated instruction is suggested as a powerful organising framework in the language arts classroom. |
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| Keywords: | differentiated instruction literacy learning diverse learners at‐risk learners language arts instruction |
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