DB 2 632
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School
Liberty University *
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Course
632
Subject
Linguistics
Date
Feb 20, 2024
Type
docx
Pages
3
Uploaded by GrandTitaniumPony35
DB 2 632
Topic
: Differentiation in the Reading Classroom chpt 2-3
The teacher's role in the learning process is well-documented and supported through educational research. The support provided to children through differentiated instruction, scaffolding, and authentic learning provide environments in a language arts setting to encourage achievement and growth. Why do teachers need to differentiate instruction reading instruction? Find 1 peer-
reviewed journal article to support differentiation in one of the 3 areas and to support the
module/week readings: 1) differentiation in the reading classroom, 2) with English language learners in the reading classroom, or 3) with struggling learners in the reading classroom. This response must incorporate your biblical worldview and include a citation of your article in current APA format, including the URL if applicable (Some Internet browsers will not allow you to format within the Discussion Board Forum textbox. If this happens to you, put a note at the top of your post letting your instructor know.)
Each thread must be 450–500 words, demonstrate course-related knowledge, and include at least 1 relevant Bible verse for the topic. In addition to the thread, you are required to reply to 2 other classmates’
threads. Each reply must be 150–200 words.
Differentiation is tailoring instruction to the individual needs of your students whether it be their developmental levels, interests, or learning styles. This can be done by including a variety of activities and grouping patterns to ensure their success. By incorporating whole-class, small-group, partner, and individual activities into lesson plans, you are affording your students opportunities to be comfortable in their reading in a wide variety of settings (Tompkins, 2016, p. 360). Differentiation also includes the difficulty level of text set materials, and brainstorming oral, written, and visual activities (Tompkins, 2016, p. 375).
English language learners (ELL) make up 9%, more than four million students in public schools in need of support in the classroom and they are more likely to have lower test scores and higher dropout rates (Lavery, Nutta & Youngblood, 2018). In reading in particular, in both elementary and secondary levels, approximately 70% of ELLs score below basic proficiency compared to only 20% to 30% of their native-speaking peers (Lavery, Nutta & Youngblood,
2018). With such a drastic gap, differentiation strategies need to be strongly emphasized for ELLs across curriculum, instruction, activities, and assessment. Differentiated instructions goal is to create learning opportunities that make allowances for differences in how each individual student learns in order to guarantee equal access to vital academic content. For educators to be successful in this process of delivering appropriate course content, they too need to understand and take into account multiple factors that will benefit ELLs. Getting to know each student as much as possible like their academic skills, interests, languages, and cultures is pivotal in providing appropriate instruction. Teachers must have high expectations for all their students including ELLs, instead of “watering down” key material give them ways to demonstrate their skills that matches their language proficiency skills. When getting to know students, not just ELLs, it’s clear that there are different learning profiles, so by having a variety of instructional strategies, activities, homework, and assessments, you are allowing every child to exhibit their knowledge. Additionally, utilizing more small group activities has shown effective in supporting learning for ELLs because it allows them to feel more comfortable in their setting while also receiving help from classmates in clarifying any confusions (Tompkins, 2016, p. 360).
There are many accounts in the Bible about acceptance of others differences such as “Thou shalt love thy neighbor as thyself. There is none other commandment greater than these” (Mark 12:31), and “Therefore receive one another, just as Christ also received us, to the Glory of
God” (Romans 15:7). This resonates heavily especially with the political climate today, but as educators, we have the most important responsibility, and that is to each and every one of our students. Differentiation can be a daunting prospect as it involves extra care in planning and preparation, but I can guarantee that for ELLs trying to learn in uncomfortable or unfamiliar
settings is even more daunting. By doing are part we are helping these children with a difficult transition and enabling them to reach their full academic potential.
References
Lavery, M., Nutta, J., & Youngblood, A. (2018). Analyzing Student Learning Gains to Evaluate Differentiated Teacher Preparation for Fostering English Learners’ Achievement in Linguistically Diverse Classrooms. Journal Of Teacher Education, 70(4), 372-387. doi: 10.1177/0022487117751400
Tompkins, G.E. (2016). Language arts: Patterns of practice (9th ed.) Upper Saddle River, NJ: Pearson
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