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Jennifer Doering
Katie Rasmussen
Connections in Education
17 March 2015
Everyone Has Different Strengths: Using Differentiated Instruction
A few weeks ago, we observed a first grade language arts lesson. The lesson consisted of
four stations that included guided, group, and individual reading, and a phonics activity. The
class was broken into four groups based on reading level and each group rotated through each
station. At the guided reading station, students were introduced to a new book that they would be
reading along with the teacher through discussion and a Picture Walk through the book. At the
group reading station, students listened to a book on CD while reading along, and completed a
written worksheet. At the individual reading station, students read quietly by themselves from
their Just Right books in their book box. At the phonics station, students identified vowel
sounds in different words and glued them onto a piece of paper. The activities at each station and
the actions of the teacher and students exemplified Teacher Performance Expectations (TPE) 1
(Making Subject Matter Comprehensible in English-Language Arts) and 11 (Creating a Positive
Social Environment).
The teacher did several things to make the subject matter comprehensible to her students,
demonstrating TPE 1. Each reading group was given slightly different activities at the guided
reading and phonics station, or differentiated instruction, depending on their reading level. This
ensured that each reading level was given activities that were appropriate for their learning and
easily understood by them. For example, at the guided reading station, the least advanced reading
group focused on vocabulary and sounds while the most advanced reading group discussed story

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themes and the parts of a book. At the guided reading station, the teacher also made the subject
easily understood through something called a Picture Walk. This exercise consists of
previewing a new book by just looking at the pictures, while the teacher covers up the words. It
allows students to get a sense of what the book will be about without requiring them to read
anything, which can be intimidating for a first grader. The teacher also emphasized Just Right
books for her students book boxes. Book boxes are collections of books that each student has
that are available to them during individual reading time. A Just Right book is one that is
perfect for the child; it is at their reading level. When picking a Just Right book, students are
encouraged to look at the number of pictures and words on each page and if they can understand
most of the story when they first read a couple pages. This encouragement helps motivate
students to read books that are comprehensible to them. Finally, the teacher had bookmarks and
posters of reading strategies, including look for key clues and skip it and go on, to help her
students understand the subject material.
The teacher also demonstrated TPE 11 in this lesson study, creating a caring and
supportive social environment for her students with several of her actions. She emphasized that
even though there were less and more advanced reading groups, Everyone has different
strengths. You may be good at reading but your friend is better at handling arguments on the
playground. This helped explain to students that even though they may be at a lower reading
level, they still have strengths and are an important part of the classroom. The teacher also
emphasized the importance of respect and kindness throughout her classroom: at the guided
reading station, there were notecards reminding students to Be Respectful and to Use Whole
Body Listening. She also allowed the students to choose who would hold the book and turn the
pages at the group reading station, challenging them to be fair and respectful of one another. All

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of these actions created a supportive, community feeling in the classroom and a positive social
environment.
In this lesson study, the teacher exemplified Teacher Preparation Expectation 1, making
subject matter comprehensible to students. She did this in several different ways, by
differentiating the activities of each group, using a Picture Walk, encouraging her students to
pick Just Right books, and using reading strategy bookmarks and posters. She also exemplified
TPE 11, creating a positive social environment, by recognizing the strengths of each student and
emphasizing respect and kindness. This lesson study was informative and enjoyable.

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