"Differentiating Reading Instruction" Chapter 7 - Reading Response

Ch. 7 - Differentiated Reading Instruction - Writing and Differenation

by Laura Robb

With all the prompt writing and essays that students must partake in lately, Laura Robb capitalizes on the fact that writing during reading can increase comprehension. It is necessary to still include state requirements and standards, but students can use other resrouces to deepen their knowledge of, and connection to, what they are reading.

Information and Summary

Journals are an excellent to monitor students' progress, follow their thinking, and prepare for differentiation. They also provide valuable information for both students and teachers like modeling opportunities and individual writer's workshops. Robb gives many examples, dos and don'ts, and tips to manage journal responses within a large range of classrooms. She also recommends that students share their journals with both the teacher and the class. Journaling after read alouds and then allowing students to share their thoughts provides a strong base for student thinking and modification. With these responses, a teacher can analyze them for differentiation. The responses can reveal trouble with a particular writing skill, grammar, or connecting to the text. Through this, a teacher can section the class into groups to formulate specifc instruction.

It's also important to teach students to self-evaluate their journals. Laura Robb used the example of teaching the skill Questioning the Author. She modeled how to guide students through the process of QtA and what to look for with students' responses. This can also be used in conjunction with the other journal responses to differentiate instruction.

Finally, Robb explained the value of using bookmarks during sustained silent reading. It benefits the students just as much as the teachers, if not more. Students use it to keep track of their observations and predictions throughout the story as well as themes and issues within the text. They can also use it to respond to prompts previously laid out in the book by the teacher. Again, these can be used to differentiate instruction with students!

Robb talks about a few more topics like assessments and differentiation with students in those. She discusses how staying with the mandated standards and requirements needs to be done, but it still allows for differentiation with the students.

Reflection

This chapter really opened my eyes about how to address so many standards/needs in the classroom through simple means! I don't mean that journals are simple, but it's easier than doing new assignments for each standard or skill. These journals are powerful; I remember reading several times that students' comments expressed positive growth with writing down their thoughts. They connected with the texts, thought about what they were reading, and began to enjoy the reading! I know that many texts do not immediately appeal to students nor do they offer many "fun" writing styles. However, using the ideas described above, Laura Robb showed me how practice with journals can greatly increase the impact on the students and teacher. I also loved he ideas of bookmarks! It was so ingenious and it believe it would help students so much with their thinking. There will always be students that do not follow what is being taught, but that is where the differentiated instruction comes in. These would work great as both formative and summative assessments! I can see myself using these tips in my future classroom one day.

#DRI #readingresponse