Nothing wrong with being different

This was a great chapter in the Tompkins book. It did a nice job outlining, and refreshing the facts that students in the classroom learn at different levels, and will be at different levels instructionally. I like how Tompkins defined differentiated learning as “Teachers providing specific ways for students to learn as deeply as possible without assuming anyone’s road map to learning is the same as someone else’s.” This is a great thing to remember. Every student brings strengths to the classroom. We as teachers must discover those strengths and then utilize methods that we have learned in order to benefit the education of all students. With that being said, here is my letter to a hypothetical parent during my internship year.

Dear Mrs. Smith,

I am writing you this letter as an update on the progress of George. As you know, George has been making great progress in his literacy development. However, as we have talked about in our prior conversations we have noticed that George is still below grade level in his reading. As a result we are going to be utilizing an effective teaching technique known as differentiated instruction. This technique is simply a way that teachers provide students, and their different learning needs, a way to not only access the information, but excel in the process. We will be expecting the same out of George as every other student, but we will be providing George with instruction that fits his particular reading needs.

For instance, during the morning reading time students are allowed to read in small groups. Most students are reading the same books and we simply pair those students together.  As you know, George is not the only student his age struggling with reading, because of this we will be forming a small group that I will be in charge of. We will be reading a book selected by me that is in George’s instructional reading level. The instructional reading level is the level where a student is not becoming frustrated by a book because it is too hard, or becoming bored with it because it is too easy. Think of this level as the just right level, where great learning can take place.  George, a few other students, and myself will be sitting down and reading together. First, I will read a passage as the group follows a long. The group will be reading under their breath, as I read aloud. This way we can stop if the students come to a word they don’t know, discuss it, put it on our word wall (which I know you are familiar with from all your help in the classroom) and then continue with the reading. This group reading will give the students exposure to proper reading technique. It will not only help them to gain letter sound awareness, but will help build their comprehension as we review what just read and of course help them become fluent readers. Next, students will take turns reading to me. As one student reads aloud to me, the others will follow along. This way I can monitor student’s progress and correct any mistakes that may be made. This will help George and the rest of the group with fluency and letter sound awareness. We feel that this guided instruction will greatly benefit George. It will allow him the opportunity to be challenged intellectually at a level that will not exceed his strengths at this time.  I always like to tell the students that there is no “I can’t do it,” there is only at this point “I am struggling with.” This helps keeps students motivated and helps us all remember that we are a community of learners. We are not the same, but we all have endless potential.  

I have no doubt that George’s reading will become stronger as the end of the year approaches. This close instruction will only help. However, with summer approaching it is important to remember that reading is just like any other skill, practice does make perfect. The more George works with books at his instructional level, the stronger his reading will become. If you would like I would be more than happy to put together a list of books that he could read over the break or that could be read with him. Also, there are great reading programs every summer put on by our local library here that may be fun for George to attend. If you want any information on that, feel free to let me know.

Lastly, I appreciate your time in reading this letter. George is a great young man, who has an endless amount of potential. This form of instruction will truly help George become a stronger reader. I look forward to all the positive progress that he will be making, and I am sure you do as well. If you have any questions, concerns, or want to know more about differentiated instruction please feel free to get a hold of me. As I tell all the parents, we are all in this together.

Respectfully,

Matt