"Differentiated Reading Instruction" Chapter 5 - Reading Response

by Laura Robb

This chapter detailed how to begin small group instruction and effectively sort students into dicussion groups on their reading level. The author, Laura Robb, models and gives examples of what she does for small group instruction and discussion. Her models include matching texts, modeling for students, read alouds & lessons from them, how to structure small group time, and how to help students that may not be responding well to their small group. She gives insight into how to lay out a multi-week reading unit that uses small groups to develop meaningful discussion and probe themes and topics.

Reflection

1. How did this chapter help you understand how to use small group instructional reading and differentiation?

I enjoyed this chapter and learned a lot from the information given. I like the concept of small groups, but I struggle with the idea of juggling multiple groups of elementary school students. I observe a first grade classroom and as well as a fifth grade classroom, and I've seen how both can have issues when students are left to their own devices. The modeling and structured idea for instruction allowed me to see how I can educate my students on what they need to do and still hit all the areas they need to develop. Also, I was worried about how to work with multiple texts within a classroom, but the text gave me some ideas on how to use two or three different texts with similar themes to develop my student's skills.

1. Study the “Key Decisions for Planning a Unit of Study” on pp. 149-150. Now paraphrase how to plan a unit of study.

To design a unit of study, I must first pick a theme that I want my students to work with during the unit. This could range from human rights to jealousy depending on the age of my students. Once I've decided on a theme, I choose books to go along with it that fit my students' reading levels. If I haven't already, I now ned to divide my students into small groups that allow me to work with their individual needs the best. Next, I choose a read aloud that provides me with tools that I can model thinking strategies for my students when reading books. I also need to plan these strategies that I will teach so that I can plan how to execute them to my students, and which students I will teach which strategies to. Not every student will be able to do every strategy, so I need to differentiate that instruction to benefit them. Second to last is journal entries. For individual work, students will be writing responses to prompts in their journals. Therefore, I need to plan out these prompts that will effectively build the skills that I'm teaching them while using the skills they already know. Finally, I must create, merge, and list all of these assignments together to make a unit for my students that will engage them, build their skills, and work with their individual levels.

Questions

On page 153, Ms. Robb talks about how to keep your group lessons within 15 minutes. She addresses when students get off topic and talk about subjects not about the reading or theme. While this is helpful, I found myself wondering: how do I manage my time when students are engaged about the text? How do I cut them off at a certain time when they are developing skills that I want them to learn? Do I let them carry on or do I guide the conversation down even if they are in the middle of developing a good concept?

#readingresponse #DRI