Differentiated Instruction to Support Literacy in the Primary Grades

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The writing centre for both the blue and black groups was similar. Students worked through the following stages: prewriting, drafting, revising, editing and publishing. Students in the black group expanded their writing skills through editing and learning the importance of choosing a form, function and audience for their writing. The black group had two centre times for writing. 10 RESEARCH REPORT: Differentiated Instruction to Support Literacy in the Primary Grades
In addition to the writing centres, the black group did guided reading focusing on genera, and spelling. In spelling the students concentrated on word endings and vowel patterns from Words Their Way. The second round of centres was much more relaxed and enjoyable. It began on February 20 and ended April 7. We repeated the running records again and made some adjustments to the groups. The teachers, having experienced instruction in a certain area, had a better sense of what to expect and some chose different areas to instruct. There was a week off in preparation for report cards and interviews. We also kept centres to four days a week, allowing teachers more time in their classroom directly with their students. To conclude our centres, a special celebration was planned to highlight for the parents some of the student’s new reading skills. A “Literacy Café” was put on by the students. RESEARCH REPORT: Differentiated Instruction to Support Literacy in the Primary Grades 11
Page 1 and 2: TEACHING AND LEARNING RESEARCH EXCH
Page 3 and 4: Acknowledgements We would like to e
Page 5 and 6: Table of Contents In The Beginning
Page 7 and 8: In The Beginning The big questions
Page 9 and 10: a difference was a strong motivator
Page 11 and 12: words of the spelling test. From th
Page 13 and 14: The listening centre was a variety
Page 15: In spelling students followed CVC s
Page 19 and 20: • In the blue group all students
Page 21 and 22: The Next Step Our McDowell project
Page 23 and 24: Appendix 1: Assessment Tools Used i
Page 25 and 26: Appendix 3: Graphs Showing Improvem
Page 27 and 28: Grade Three Reading Reading Level R
Page 29 and 30: 30 25 20 15 10 5 0 Spelling Spellin
Page 31 and 32: 60 50 40 30 20 10 0 Spontaneous spo
Page 33 and 34: Appendix 4: Samples of Student Writ
Page 35 and 36: Grade Two Writing Sample RESEARCH R
Page 37 and 38: RESEARCH REPORT: Differentiated Ins
Page 40: 2317 Arlington Avenue Saskatoon SK

Differentiated Instruction to Support Literacy in the Primary Grades

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