1. 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 ellenmye@gmail.com 2013 ELT International Conference, Macau

2. 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.

3. 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

5. 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

8. How do I know the reading proficiency of each student in my class? Assessments offered by Reading A-Z Benchmark Book Running Record (2 @ every level) Benchmark Passage Running Record (4 @ 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

9. Taking a Running Record

10. Marking a Running Record

13. Resources Klein, A. (2000). White paper: providing differentiated reading instruction to meet the individual needs of students. Retrieved December 12, 2012 from http://www.readinga- z.com/updates/reading_az_white_paper.pdf http://www.readinga- 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), 123-146. Stanovich, K.E. (1986). Matthew effects in reading: Some consequences of individual differences in the acquisition of literacy. Reading Research Quarterly, 21(4), 360-407.