1. A Kindergarten Differentiation Plan
Three needs-based groups (1 hour)
Instruction with Teacher
Required Follow-up Activity
Choice Center

2. Choice Centers
Listening Comprehension
Word Work
Writing- for- Sounds

3. What are your Resources?
STEP 1
What are your Resources?
Curriculum Resources
Core Program
Letter Recognition
Phonemic Awareness
Phonics
Writing
Vocabulary
Listening/Reading Comprehension
Scope & Sequence
Letter & Sound Sequence
Sight Words Sequence (regular & Irregular)
Our main purpose is to set up for needs based instruction. In order to determine needs based instruction you must analyze your assessment data.

4. What are your Resources?
Assessments
PPVT-III (Screening)
Phonological Awareness Screener (Diagnostic)
Phonics Screener (Diagnostic)
Sight Word Inventory (Diagnostic)
CBA (Curriculum Based Assessments)
Our main purpose is to set up for needs based instruction. In order to determine needs based instruction you must analyze your assessment data.

5. Step 2: Consider Your Children’s Needs
Give letter name inventory to all
students
Give letter sound inventory to
students who know at least half
of the letter names

6. Group Students Based on Data
2nd Week:
Use a simple chart to summarize the data
Group children according to:
1. Those with no letter knowledge
2. Those with strong knowledge of letter names & sounds
3. Those with inconsistency of letters and letter sounds
All students who leave K need to have a firm grasp on the alphabetic principle and its application in decoding and spelling unknown words.2

7. Group Students Based on Data
4th Week:
Administer inventories created to match instruction
Regroup based on new data
Continue this process for each new segment/theme
of instruction
12th Week:
Begin including a spelling inventory into the
assessment/regrouping process

8. Simple Repetitive Instructional Strategies
Content
Changes over time
Changes between groups
Phonemic awareness
Word Recognition

9. Begin the Year with 2 Strategies
Phonemic Awareness (Chapter 3)
Initial sound sorting
Say - it – and – move - it
Word recognition (Chapter 4)
Letter names and sounds
Sounding and blending
High-frequency words
(Elkonin boxes and words, p.66)

10. What does it look like? Figure 8.7 page 131 Organize materials
Review data/core sequence/plan
Deliver instruction
As skills are mastered, increase pace and present more challenging work