Appendix E: Differentiation
Throughout the lesson, teachers can differentiate through content, process, product and learning environment according to students' readiness, interest and learning profile. Teachers may incorporate a variety of differentiation strategies to accommodate diverse learning styles.
Students in kindergarten show a wide range of experiences and abilities. Efforts have been made in the lesson plan to accommodate students who are not yet reading and writing. This site includes audio narration so you may want to have headphones available for students working at individual stations.
Be flexible in your grouping of students throughout the eight activities. Group and regroup, considering not only reading ability but also interest level and a student’s ability to work cooperatively.
Activity 4 Close Reading
Before completing Activity 4, have students do a close reading of page 4 in their Rainforest Detective Notebook.
Say, “As we read the paragraph about each rainforest animal, identify the word or words that describe where the animal takes shelter from the weather and from danger in the rainforest.”
Tier the process of the close reading for groups of students.
Tier 1: Project the Rainforest Detective Notebook page 4 or display the page on an interactive whiteboard. Model the close reading. Have individual students come to the computer to highlight or underline the words that describe where animals seek shelter from weather and from danger.
Tier 2: As you model using the projected version of the Rainforest Detective Notebook page 4, encourage this group of students to follow along on their own papers. Once the words are discussed, have students find and underline the words that describe where the animals seek shelter on their own paper.
Tier 3: Students can read and underline the key words that identify where the animal takes shelter independently.
Example: Read the paragraph about toucans. Ask, “Which word tells us where toucans seek shelter?” “Holes, right!”
Tier One: Who would like to come underline the word holes on the board?
Tier Two: Find “holes” on your paper and underline it.
Tier Three: Did you identify the word “holes”?
- Use ongoing assessments.
- Materials are varied if needed.
- Use graphic organizers when needed.
- Be flexible with time in terms of students' needs.
- Value multiple forms of intelligence.
- Use learning contracts.
- Provide multiple means of engagement.
For more ideas on differentiation, read these tips: Working With Readers at Different Levels (PDF).