Differentiating Instruction: Literature Groups

"Differentiating instruction means changing the pace, level, or kind of instruction you provide in response to individual learners' needs, styles, or interests."
                               -- Diane Heacox
                                              Differentiating Instruction in the Regular Classroom

Everyone learns differently. We all come from different places, and we all learn in different ways. Because of our differences, a teacher cannot expect the students to grasp the subject at the same time through the same medium of teaching. By differentiating instruction, the teacher looks at each student and adjusts learning for that student.

During an ELA block, the teacher can start with instruction about a story topic such as point of view. The teacher might explain it verbally then show a visual chart on the subject. The class discusses the topic and finds examples in stories they have previously read. The teacher, then, breaks the class up into literature groups where the students read a chapter of the chosen book and discuss point of view.

Literature groups are broken up by reading levels with about five students in each group. At the beginning of the literature group, each group of students is given five books at their reading level to choose from. The group works together to decide which book to read. Then they are ready to begin.

Each day, the students read a chapter of the book together and discuss it. The students discuss the subject of the day (for example, point of view) as well as other subjects they might want to discuss. The teacher can have a few sample discussion questions posted for the students to consider.  When they have finished their discussion, the students write in their literature journal about the chapter. The students do not always need to write in paragraph form. They may wish to create a graphic organizer of the chapter or about a character in the book. The student may wish to draw a picture of something about the chapter. Choice is very important in differentiating instruction.

The teacher joins a discussion each day. She can take turns which group to join so that she can spend the entire discussion with the group instead of hearing just snippets of the discussion. The teacher can then understand who is learning the subject and who needs help. After the discussion and while the students are working on their journals, the teacher can talk to students individually to address their educational needs. The teacher also regularly checks the students' journals to access their progress.

At the end of the book, the students can work on a final project about the book.

• write an alternate ending for the story
• draw a picture of the setting 
• write a poem about the main character
• act out a scene from the story
• create a movie poster for the book

Each student can design their own final project based on the above ideas or he or she can come up with an idea on their own. The students take ownership of the project by choosing it. They also choose something that works with their own learning needs. However, on occasion, the teacher might ask the students to step outside their comfort zones at times. 

Differentiating instruction helps all students and helps teachers meet the needs of all students.