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Differentiation ideas in the Instructional
Guides provide suggestions to add rigor or extra support
to the lessons
in order
to meet the needs of all students. Acceleration, enrichment,
and extensions are provided for students who have mastered
the indicators or need to apply the indicators to more
difficult reading material.
The expectation for highly able students (Grades
2 and above) in reading and writing is implementation
of the William and Mary curriculum during marking
periods
3 and 4. Stories from the Junior Great Books anthology should be used during
small group instruction or literature circles in conjunction with the shared
inquiry method to enhance students’ literature discussion skills.
For English Language Learners (ELL’s)
to access the curriculum, they must develop English
skills that will allow them to construct and apply
academic knowledge.
To facilitate the learning of academic content for these students while they
are learning English, specific strategies should be implemented across the curriculum.
Examples of strategies that facilitate understanding of the content being taught
are found within the instructional guide or Appendix.
In any given classroom, teachers will be providing
instruction for students coping with learning
challenges. Some of these students will already
be identified
as
having special education needs and services. Other students may not yet be
identified as having an educational disability,
but may also be coping with learning challenges.
The
general education teacher can be a valuable participant
in the prevention of reading failure by offering
as much direct instruction in identified areas
of need as possible within the context of the
general education classroom and in collaboration with
other
service providers
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