inquiry question:

How might teachers differentiate instructions accommodate student diversity in knowledge, ability, and learning styles in Literacy?

Why does it matter?

• I observed very different literacy skills in my grade 2/ 3 classroom. Some students are able to read fluently and print neat letters while some students just started to pick up books and pencils at the end of last year. Almost all of the students are interested in English Language Arts, but some students struggle for various reasons. I would like to be inclusive and supportive for everyone in the classroom. 

Expectations:

• My findings should benefit all students by answering to their needs in the classroom. I expect to learn more about various needs of the students at different literacy levels. All students should find the learning become more doable because the expectations are adjusted for individuals. I expect to see that advanced students are willing to take extra steps to extend their thinking and challenge themselves. I also expect to see that the struggling and the “average” students are more confident in trying things that aren’t their strength. I also expect to see all students start to have a growth mindset and metacognitive development by the end of the school year. It means that the students are developing the habit of revisiting their thinking and seeing how their learnings are constructed over time.