Differentiation

1. Collaboration

1.1. PLC's

1.1.1. Action research

1.1.2. Collaborative inquiry

1.1.3. Student teams

1.2. Early intervention programs

1.3. Training in assessment and differentiated reading programs

1.3.1. Working with students, teachers, SERT, administration, literacy specialist, parents

2. Instruction

2.1. High expectations for all students

2.2. Flexible groups

2.2.1. Homogeneous

2.2.2. Heterogeneous

2.3. Variety of activities

2.3.1. Group work

2.3.2. Levelled readers

2.3.3. Technology

2.3.4. Portfolios/e-portfolios

2.4. Modelling metacognition

2.4.1. Integrated into daily lessons

2.4.1.1. Think aloud

2.4.1.2. Critical literacy

2.4.2. Student demonstration of metacognition

2.4.2.1. Group discussion

2.4.2.2. Teacher conferencing

3. Intervention

3.1. Further assessment

3.1.1. High-risk or at risk readers

3.2. Training from Literacy Coach

3.3. Board recommended resources

3.4. Implementation in the classroom

4. Assessment

4.1. Variety of assessments

4.1.1. Student choice on how to present knowledge

4.2. Student-self assessment

4.2.1. Next steps using success criteria

4.2.2. Gradual release model

4.3. Assessment for learning

4.3.1. DRA

4.3.2. CASI

4.3.3. Dolch recognition

4.3.4. Observation/checklists

4.3.5. Curriculum examples