1. Gail E. Tompkins California State University, Fresno
Literacy in the Middle Grades Teaching Reading and Writing to Fourth to Eighth Graders, 2e Second Edition
Gail E. Tompkins
California State University, Fresno
Prepared by
Helen Hoffner
Holy Family University
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2. Differentiating Reading and Writing Instruction
Chapter 4
Differentiating the Content
Content refers to the knowledge, strategies, and skills that students are expected to learn.
Differentiating the Process
Process refers to the instructional activities and materials that are used.
Differentiating the Product
Product is the end result of learning. It demonstrates what students understand and how well they can apply what they have learned.

3. Differentiated Instruction is:
Chapter 4
Rigorous
Teachers provide challenging instruction.
Relevant
Teachers address literacy standards.
Flexible
Teachers use a variety of procedures.
Complex
Teachers engage students in deeply thinking about their reading and writing.

4. Characteristics of Differentiated Instruction
Chapter 4
1. High Standards
Teachers maintain a commitment to meeting grade-level expectations for all students.
2. Assessment-Instruction Link
Teachers diagnose needs and plan appropriate instruction.
3. Flexible Grouping
Teachers change grouping arrangements to reflect students’ achievement levels & interests.
4. Reading Materials
Teachers use materials written at varying difficulty levels.

5. Characteristics of Differentiated Instruction
Chapter 4
5. Varied Instructional Activities
Teachers design activities with multiple options.
6. Instructional Modifications
Teachers adjust instruction to respond to students’ needs.
7. Respect
Teachers respect students and value their work.
8. Academic Achievement
Teachers focus on individual students’ academic achievement and success.

6. Response to Intervention
Chapter 4
Response to Intervention
Tier 1: Screening and Prevention
Tier 2: Early Intervention
Tier 3: Intensive Intervention

7. Tier 1: Screening and Prevention
Chapter 4
Tier 1: Screening and Prevention
Teachers provide high-quality instruction that is supported by scientifically based research.
Teachers screen students to identify those at risk for academic failure and monitor their progress.
If students don’t make adequate progress, they move to Tier 2.

8. Tier 2: Early Intervention
Chapter 4
Trained reading teachers provide enhanced, individualized instruction.
If the intervention is successful, the students return to Tier 1.
Students who need some additional instruction, remain in Tier 2.
Students who do not make improvement, move to Tier 3.

9. Tier 3: Intensive Intervention
Chapter 4
Tier 3: Intensive Intervention
Special education teachers provide more intensive intervention to individual students and small groups as well as more frequent progress monitoring.
Special education teachers focus on remedying students’ problem areas and teaching compensatory strategies.

10. Steps in Developing a Tiered Activity
Chapter 4
1.Design an Activity
Focus on elemental knowledge and require high-level thinking.
2. Visualize a Ladder
Consider the needs of students at all levels.
3. Create Other Versions of the Activity
Create multiple versions of an activity to fit the levels of all students.
4. Match Activities to Students
Decide which students will complete each version of the activity.

11. Working with Struggling Students
Chapter 4
To enhance literacy development, effective teachers:
Differentiate instruction
Use appropriate instructional materials
Seek professional development
Collaborate with literacy coaches