1. Week 3
RED 575
Dr. Tolchinsky

2.  Read the Classroom vignette on
page 121 of the Graves text and
indicate how you would respond to
the situation in Mrs. Wright’s
school.
 Discuss reasons for the differences
in the classroom:
 Learning disabilities
 Environmental Causes
 The Matthew effect

3.  Compare differentiated instruction
to Jeannette Veatch’s
individualized reading and Nanci
Atwell’s reading workshop.
 How are they different and what is
common among them?
 How does this compare to what
occurs in classrooms today and
specifically in their classrooms?

4. Jones, Yssel and Grant article:
 define the initiative referred to as
Response to Intervention
 discuss how this will address the
diversity in the classroom and
 describe instruction that occurs at
the various Tiers.

5. The report of the Institute of
Educational Science
 This report outlined five components that are
essential elements of the RTI model
 Screening students
 Monitoring student who do not meet required
benchmark
 Differentiating instruction
 Providing Tier II small- group instruction
 Providing Tier III intense small-group
intervention

6. Elements which research identifies as problems
for the classroom teacher:
 Need for professional development
 Limited resources
 No administrative support

7.  Review the list of books on page
138 of the Graves text and
substitute others that you could
use in your own classroom for
differentiated thematic units.

8. Intervention for struggling readers
The elements of intervention as
outlined by Graves et al on page
139:
 Explicit strategy instruction
 Scaffolding
 Strategy integration
 Focus on background knowledge
 Consistent review
 Well-paced instruction
 Motivation

9. The role of the teacher, the administration
and the psychologist in the adoption of
the differentiation model:
 Enable training
 Facilitate professional development
 Accept responsibility for the integrity of
the program
 Encourage teachers
 Provide time for teachers to implement,
evaluate and collaborate with fellow
teachers
 Make a resource library available