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CREATING GRADUATES INSTEAD OF DROPOUTS: HOW TO EFFECTIVELY DIFFERENTIATE INSTRUCTION

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CREATING GRADUATES INSTEAD OF DROPOUTS: HOW TO EFFECTIVELY DIFFERENTIATE INSTRUCTION
 This seminar provides practical information about differentiating instruction in junior high and high school classes. How does a teacher effectively use the tough Biology book for students who are reading at a grade 4, 3, and even second-grade level? The standards are the key.  

Session Format: 2 hours in length or 4 hours in length

Target Audience:

 Teachers and administrators seeking implementation of effective academic intervention for at-risk youth (including youth in alternative settings)                                                                                   

  • Administrators
  • Diagnosticians
  • RTI Leaders
  • Elementary/ JR High Teachers
  • Secondary Teachers


Learning Objectives:
1. be able to differentiate instruction for students who are reading at grades 4 and 2/3 levels
2. understand that students who are reading at grades 4 and 2/3 levels are able to meet grade-level standards
3. be familiar with standards-aligned materials for students who are reading at grades 4 and 2/3 levels
4. understand that many behavior problems decrease when students are given age-appropriate instructional materials that are at the appropriate level

Framework: (How does this presentation relate to the standards?)         
Junior high and high school students with very low reading skills can learn the same information as their peers, including algebra, physics, and other grade-level information. Differentiating instruction is the way to provide standards-aligned instruction to all students. Learn when it is appropriate to provide supplementary materials and how to differentiate instruction to a lower reading level.


Students with very low reading skills can learn the same tough concepts as their peers.

The objectives of the seminar include presenting and explaining to educators how to differentiate instruction for students who are reading at a grade 2/3 level.

Students who have learning disabilities, cognitive disabilities, emotional disturbance, severe dyslexia, or language acquisition problems and are unable to read textbooks and most alternative textbooks. Students with serious reading problems are often excluded from the opportunities to learn higher level objectives because they cannot read the textbooks, supplemental materiais, or the tests. Literacy is more than reading. It is the quality of being knowledgeable in various subjects, and students with reading challenges are stepping into the world of literacy!

It is not easy for teachers to find resources and texts that address grade-level standards and are written below third-grade reading levels. There are specific components to identify in curriculum in order to ensure success. Turning kids on, treating kids with respect, and teaching age-appropriate concepts are a few of the critical indicators.


 

 

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