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Differentiated Reading

February 18, 2009

“We have kids who have reading abilities all over the charts. Some are as high as twelfth grade and others are as low as first grade. We use three different spelling lists so students who are higher are always challenged and students who are struggling are working towards improvement. The spelling assignments include reading the words out loud, using the words in a sentence (both oral and written) and word sorts. We try to tie the spelling lists to other standards of learning such as suffixes and prefixes. Students who are struggling have the opportunity to read out loud to a peer, teacher, or aide for 10-15 minutes each day to practice fluency during independent reading time. When we can, we reduce or change the work for the students who are struggling. For example, we teach writing together, and when the students are typing paragraphs or papers, one of us pulls a student aside to read with, instead of that student typing the assignment. It is much quicker for us to type the assignment later, and that way the student can receive individualized attention.”

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