Taking small steps to differentiate your language instruction with Learning A-Z: A look into an English Language Fellow’s project plan in Taiwan Ellen Myers English Language Fellow, Taiwan 2013 ELT International Conference, Macau

Teacher Mentor Project Goal: 1)Find a balance between curriculum and best, researched language learning practices. 2)Institute purposeful language acquisition through English as a communicative language 3)Institute extensive reading and listening to enhance English receptive skills 4)Institute differentiated language learning practices, because every child learns language at a different pace and needs to feel success to support motivation.

Dimensions of Reading Instruction Alphabetic Knowledge Phonologica l Awareness High Frequency Words Systematic Phonics Fluency (1)Rate (2)prosody Building a Foundation Vocabulary Comprehensio n Building Understanding Bottom-Up Processing Top-Down Processing

Extensive Differentiated Learning with Learning A-Z  Developmentally Appropriate Leveled Resources to help teachers Differentiate Instruction Teachers : Reading A-Z & Vocabulary A-Z Students : RAZ Kids  A Choice: Researched based online materials that are constantly updated – Lessons/worksheets for each book – Complete phonics program – High-frequency word books – Poetry resources – Fluency passages – Reader’s theater scripts – Alphabet resource – Assessments

How do I know the reading proficiency of each student in my class? Assessments offered by Reading A-Z Benchmark Book Running Record every level) Benchmark Passage Running Record every level) Benchmark Book Quick Comprehension Test Benchmark Passage Quick Comprehension Test Quick Comprehension Retelling Alphabet Assessments Phonological Awareness Assessments Phonics Assessment Fluency Assessment High Frequency Word Assessments

Taking a Running Record

Marking a Running Record

Resources Klein, A. (2000). White paper: providing differentiated reading instruction to meet the individual needs of students. Retrieved December 12, 2012 from z.com/updates/reading_az_white_paper.pdf z.com/updates/reading_az_white_paper.pdf Logan, G.D. (1997). Automaticity and reading: Perspectives from the instance theory of automatization. Reading & Writing Quarterly, 13(2), Stanovich, K.E. (1986). Matthew effects in reading: Some consequences of individual differences in the acquisition of literacy. Reading Research Quarterly, 21(4),