My literacy classes often begin with a story book, which can provide an impactful and joyful context for developing and extending English. A book, fiction or non-fiction, combined with pictures shown on the whiteboard, provides a rich source of knowledge and inspiration. To begin a literacy lesson by sharing a book together brings a sense of connection and warmth. In this moment we are “one great team” enjoying the book. We have time to discuss elements and share our own knowledge and interpretations. When lesson goals are agreed and understood, and it is time for independent and applied learning, differentiation takes place in a variety of ways. I may have pre-decided groups, or the children might work in (teacher-decided) pairs, or I invite a mix of children to work with me (pull-out differentiation) whilst the rest of the class go and complete work independently.
In my writing classes I will plan a lesson with deeper competences (genre) and surface competences (punctuation, sentence structure and spelling). After we all start the class together with the story or picture, I will invite a group of children to work with me. Pull-out differentiation means to temporarily remove certain students from the middle part of the lesson to provide them with more tailored support that meets their specific learning needs. This could be to extend and enrich, providing advanced learners with more challenging material or deeper exploration of topics. Or it could be remedial, helping students who are struggling by reviewing concepts at a slower pace or using different instructional methods. Pull-out differentiation allows me to give more personalised instruction, ensuring that all students can access the curriculum.
In my reading class I differentiate by having pre-decided guided reading groups. The groups are decided according to my assessments and observations. Each semester I use a reading assessment to grade the children’s reading level and to decide groups. During the reading lesson I listen to each child read, exchange books and check parent messages in theReading Diary. Small groups allow targeted instruction which enables me to address specific needs, reinforce strategies and support reading independence, ensuring all readers progress at their own pace.
For paired work I might pair up students with different strengths, or I might pair up children with the same skillset. Native speakers may be ready for deeper discussion and a more challenging task, but on another occasion, learners might need extra support with vocabulary and comprehension. The diversity in language, skill and background makes for an incredibly interesting, inclusive and capable class bursting with potential. There are 14 languages spoken in my primary 2 class; they are a linguistic dream-team! The celebration of the children’s individual skills bolsters their self-esteem, an essential prerequisite for future success.
Simone van Dop, Primary School Teacher