Reading Competency 4: Foundations and Applications of Differentiated Instruction (688)

Gain broad knowledge of students from differing profiles in order to understand and apply evidence-based instructional practices by differentiating process, product, and context. Engage in the systematic problem-solving process to identify characteristics of conditions such as dyslexia, provide appropriate interventions and conduct effective progress monitoring. Participant must complete Reading Competencies 1-3 prior to beginning this course. 

Competency 4: Foundations and Applications of Differentiated Instruction

• 4.1 Differentiate evidence-based reading instruction in oral language, phonological awareness, phonics, fluency, vocabulary and comprehension, ranging from enrichment practices to intensifying interventions.
• 4.2 Understand the stages of English acquisition for English learners and differentiate evidence-based reading instruction for students at different levels of English proficiency.
• 4.3 Understand and apply current theories of second language acquisition to differentiate reading instruction for English learners of diverse backgrounds and various levels of prior education.
• 4.4 Identify factors impeding student reading development in each of the reading components or the integration of these components based on informal and formal assessments.
• 4.5 Recognize how characteristics of both language and cognitive development impact reading proficiency to differentiate instruction.
• 4.6 Recognize the characteristics of competent and skilled readers to differentiate instruction more effectively.
• 4.7 Compare language, reading and cognitive development of different age groups (primary, intermediate, secondary levels) and abilities to inform differentiated instruction.
• 4.8 Select and use developmentally appropriate multisensory materials that address students’ strengths and needs in order to differentiate instruction.
• 4.9 Plan for differentiated instruction that utilizes increasingly complex text, embeds assessment, includes scaffolding and provides reteaching when necessary for individuals and small groups.
• 4.10 Differentiate reading instruction for English learners across various levels of literacy development in their first language.
• 4.11 Implement evidence-based intervention practices for students with substantial reading difficulties, including those who exhibit the characteristics of dyslexia.
• 4.12 Scaffold instruction and intensify interventions for students with identified reading deficiencies and characteristics of dyslexia in each of the components of reading.
• 4.13 Implement a classroom level plan for monitoring student reading progress and differentiating instruction for all students, including students with identified reading deficiencies and those with characteristics of dyslexia.
• 4.14 Monitor student progress and use data to differentiate instruction for all students, including students with identified reading deficiencies and those with characteristics of dyslexia.
• 4.15 Implement evidence-based practices for developing students’ higher order thinking as part of differentiated instruction.
• 4.16 Implement evidence-based practices for developing students’ background knowledge as needed through differentiated instruction, enhancing the ability to read critically. 
• 4.17 Implement evidence-based differentiated instructional practices using writing to develop students’ comprehension of text.
• 4.18 Implement appropriate and allowable instructional accommodations, including use of technology, as specified in the individual Educational Plan or 504 Plan when differentiating reading instruction for students with disabilities, including students with characteristics of dyslexia.

• Understand and apply knowledge of socio-cultural, socio-political and psychological variables to differentiate reading instruction for all students.
• Understand the stages of English language acquisition for English language learners and differentiate reading instruction for students at different levels of English language proficiency.
• Understand and apply current theories of second language acquisition to differentiate instruction for English language learners of diverse backgrounds and various levels of prior education.
• Identify factors impeding student reading development in each of the reading components or the integration of these components.
• Recognize how characteristics of both language and cognitive development impact reading proficiency.
• Recognize the characteristics of proficient readers to more effectively differentiate instruction.
• Compare language, cognitive, and reading acquisition of different age groups (primary, intermediate, secondary levels) and abilities.
• Select and use developmentally appropriate materials that address sociocultural and linguistic differences.
• Plan for instruction that utilizes increasingly complex print and digital text, embeds assessment, includes scaffolding, and provides re-teaching when necessary for individuals and small groups.
• Differentiate reading instruction for English language learners with various levels of first language literacy.
• Scaffold instruction for students having difficulty in each of the components of reading.
• Implement a classroom level plan for monitoring student reading progress and differentiating instruction.
• Monitor student progress and use data to differentiate instruction for all students.
• Implement research-based practices in comprehension, oral language, phonological awareness, phonics, fluency and vocabulary to differentiate instruction for all students.
• Implement research-based instructional practices for developing students’ higher order thinking.
• Implement research-based instructional practices for developing students’ ability to read critically.
• Implement research-based instructional practices using writing to develop students’ comprehension of text.
• Implement appropriate and allowable instructional accommodations as specified in the Individual Education Plan or 504 Plan when differentiating instruction for students with disabilities.
• Modify assessment and instruction for students with significant cognitive disabilities while maintaining high expectations for achievement that reflect appropriate levels of access to general education instruction.
• Design instructional plans that include explicit, systematic, and sequential instruction and incorporate multisensory intervention. 
• Implement instruction appropriate for a student with dyslexia (or the characteristics of dyslexia).