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These documents provide strategies for differentiating while teaching and learning about reading. It explains multiple ways to provide appropriate support for struggling students as well as a sample for how to break up an 80-minute block with those strategies in mind.
This document provides strategies for differentiating while teaching and learning about writing. It explains multiple ways to provide appropriate support for struggling students as well as a sample for how to break up an 80-minute block with those strategies in mind.
This document explains and demonstrates how to separate larger classroom tasks into smaller, more specific skills and actions for students to practice. It also provides an explanation of the process that led to the development of these strategies so that teachers can create new techniques to better serve their purposes in future classes.
This document provides a checklist for creating a tool to help teachers sort students for task-specific intentional groupings.
The documents linked below provide a step-by-step process for teachers to tie together all of the above strategies, from assessment design through to lesson-specific intentional groupings..
Finally, this is a document to help teachers create rubrics for assessing students’ skill proficiency while in small groups.
Adapted from Vitale-Reilly’s 2018 book, Supporting Struggling Learners: 50 Instructional Moves for the Classroom Teacher, this document presents overarching take-aways from the introduction and first chapter of the text. It begins by framing teachers as “fixers” who are responding to what students need in order to learn better and then outlines 3 separate strategies for achieving that goal.