Catalog > Reading 4: Differentiated Instruction R+

Reading 4: Differentiated Instruction R+

Description

Understand cognitive, language, and reading development, including difficulties in six major reading components. Explore the foundations and principles of differentiated instruction and strategies for implementation to enrich and extend student learning. Participants must have completed Reading Competencies 1-3 prior to beginning this course.

Requires student contact.

Learning Objectives - FL

Competency 4: Foundations and Applications of Differentiated Instruction

  • 4.1 - Understand and apply knowledge of socio-cultural, socio-political and psychological variables to differentiate reading instruction for all students.
  • 4.2 - Understand the stages of English language acquisition for English language learners and differentiate reading instruction for students at different levels of English language proficiency.
  • 4.3 - Understand and apply current theories of second language acquisition to differentiate instruction for English language learners of diverse backgrounds and various levels of prior education.
  • 4.4 - Identify factors impeding student reading development in each of the reading components or the integration of these components.
  • 4.5 - Recognize how characteristics of both language and cognitive development impact reading proficiency.
  • 4.6 - Recognize the characteristics of proficient readers to more effectively differentiate instruction.
  • 4.7 - Compare language, cognitive, and reading acquisition of different age groups (primary, intermediate, secondary levels) and abilities.
  • 4.8 - Select and use developmentally appropriate materials that address sociocultural and linguistic differences.
  • 4.9 - Plan for instruction that utilizes increasingly complex print and digital text, embeds assessment, includes scaffolding, and provides re-teaching when necessary for individuals and small groups.
  • 4.10 - Differentiate reading instruction for English language learners with various levels of first language literacy.
  • 4.11 - Scaffold instruction for students having difficulty in each of the components of reading.
  • 4.12 - Implement a classroom level plan for monitoring student reading progress and differentiating instruction.
  • 4.13 - Monitor student progress and use data to differentiate instruction for all students.
  • 4.14 - Implement research-based practices in comprehension, oral language, phonological awareness, phonics, fluency and vocabulary to differentiate instruction for all students.
  • 4.15 - Implement research-based instructional practices for developing students’ higher order thinking.
  • 4.16 - Implement research-based instructional practices for developing students’ ability to read critically.
  • 4.17 -Implement research-based instructional practices using writing to develop students’ comprehension of text.
  • 4.18 - Implement appropriate and allowable instructional accommodations as specified in the Individual Education Plan or 504 Plan when differentiating instruction for students with disabilities.
  • 4.19 - Modify assessment and instruction for students with significant cognitive disabilities while maintaining high expectations for achievement that reflect appropriate levels of access to general education instruction.

Additional Objectives Based on HB 7069 Requirements

  • Design instructional plans that include explicit, systematic, and sequential instruction and incorporate multisensory intervention. 
  • Implement instruction appropriate for a student with dyslexia (or the characteristics of dyslexia).

Learning Objectives

  • Understand and apply knowledge of socio-cultural, socio-political and psychological variables to differentiate reading instruction for all students.
  • Understand the stages of English language acquisition for English language learners and differentiate reading instruction for students at different levels of English language proficiency.
  • Understand and apply current theories of second language acquisition to differentiate instruction for English language learners of diverse backgrounds and various levels of prior education.
  • Identify factors impeding student reading development in each of the reading components or the integration of these components.
  • Recognize how characteristics of both language and cognitive development impact reading proficiency.
  • Recognize the characteristics of proficient readers to more effectively differentiate instruction.
  • Compare language, cognitive, and reading acquisition of different age groups (primary, intermediate, secondary levels) and abilities.
  • Select and use developmentally appropriate materials that address sociocultural and linguistic differences.
  • Plan for instruction that utilizes increasingly complex print and digital text, embeds assessment, includes scaffolding, and provides re-teaching when necessary for individuals and small groups.
  • Differentiate reading instruction for English language learners with various levels of first language literacy.
  • Scaffold instruction for students having difficulty in each of the components of reading.
  • Implement a classroom level plan for monitoring student reading progress and differentiating instruction.
  • Monitor student progress and use data to differentiate instruction for all students.
  • Implement research-based practices in comprehension, oral language, phonological awareness, phonics, fluency and vocabulary to differentiate instruction for all students.
  • Implement research-based instructional practices for developing students’ higher order thinking.
  • Implement research-based instructional practices for developing students’ ability to read critically.
  • Implement research-based instructional practices using writing to develop students’ comprehension of text.
  • Implement appropriate and allowable instructional accommodations as specified in the Individual Education Plan or 504 Plan when differentiating instruction for students with disabilities.
  • Modify assessment and instruction for students with significant cognitive disabilities while maintaining high expectations for achievement that reflect appropriate levels of access to general education instruction.
  • Design instructional plans that include explicit, systematic, and sequential instruction and incorporate multisensory intervention. 
  • Implement instruction appropriate for a student with dyslexia (or the characteristics of dyslexia).

Documentation Methods

Participants must document their learning by completing the following summatives.

3 Lesson Plans - Learner creates a standards-based plan for instruction.
1 Multiple Choice Exam - Learner demonstrates knowledge of content by selecting the correct answer from the choices provided.
5 Reflections - Learner synthesizes previous knowledge and course content in order to develop a narrative response.

The summatives must meet 80% of the established criteria.

Project Team

Author:

Developed by Beacon Educator staff.


Course Last Updated: 2022