Using the Common Core
Differentiating a Middles Grades Reading Standard
DOI:
https://doi.org/10.31686/ijier.vol2.iss2.147Abstract
The two authors of this manuscript are professors at a university in Georgia, and work closely with preservice and in-service teachers. In addition to teaching courses on literacy, the authors also offer professional development opportunities to schools around the state on how to properly differentiate instruction. What we have noticed is that many teachers at the middle grade level (4th – 8th grades) struggle with differentiated instruction, even more so, than their elementary counterparts. Part of this struggle is because the teachers simply never learned how to do this properly. Part of this is because they have many more students than their elementary colleagues,
and are overwhelmed by the thought of individualizing lessons for 150 students. This paper seeks to propose a model that is seeing success with middle grades teachers in Georgia. There is a chance that this model, which is actually a lesson plan format, will be helpful to other teachers who are looking to differentiate instruction in their classrooms.
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