Differentiated Rubrics – An Intermediate Language Approach

Differentiated Rubric As part of my teaching practicums, I was able to create Literature Circles, modeled on the Daily 5 experience, which allowed all students to participate in meaningful and accountable reading and discussion.  As a final assessment, students, through individual consultation with the teacher, were encouraged to choose three assessable tasks to complete from … Continue reading →

Daily 5 Literacy Approach

Daily 5 Literacy Approach My general approach to junior level Language and Literacy uses the Daily 5 method as a model for creating a differentiated and inclusive literacy program.  Through independent reading, writing, word work, listening and paired reading, students have choice in activity and in level.  Through individual conferencing and small group reading, I … Continue reading →

Classics as Levelled Readers for a Differentiated Classroom

For an integrated classroom, Penguin (or Macmillan) levelled readers create a great balance between reading “the classics”  and rendering them understandable to a diverse classroom.  Positioned at various reading or language levels, they provide vocabulary coaching and comprehension reviews within the text.  They serve as excellent resources for independent reading time, classroom read alouds, or … Continue reading →