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Differentiated Instruction Plan for Kindergarten Literacy Development

This one-hour instructional plan focuses on differentiated literacy strategies tailored to three distinct student needs groups. The framework includes targeted instruction from the teacher, followed by required follow-up activities and choice center options. Key areas addressed are listening comprehension, word work, phonics, letter recognition, and writing skills development. With assessments such as phonological awareness and phonics screeners, educators can effectively group students based on their knowledge and track progress through a structured curriculum, ensuring every child grasps essential literacy foundations.

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Differentiated Instruction Plan for Kindergarten Literacy Development

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  1. A Kindergarten Differentiation Plan Three needs-based groups (1 hour) • Instruction with Teacher • Required Follow-up Activity • Choice Center

  2. Choice Centers • Listening Comprehension • Word Work • Writing- for- Sounds

  3. STEP 1 What are your Resources? • Curriculum Resources • Core Program • Letter Recognition • Phonemic Awareness • Phonics • Writing • Vocabulary • Listening/Reading Comprehension • Scope & Sequence • Letter & Sound Sequence • Sight Words Sequence (regular & Irregular)

  4. What are your Resources? • Assessments • PPVT-III (Screening) • Phonological Awareness Screener (Diagnostic) • Phonics Screener (Diagnostic) • http://curry.edschool.virginia.edu/reading/projects/garf/ • Sight Word Inventory (Diagnostic) • CBA (Curriculum Based Assessments)

  5. Step 2: Consider Your Children’s Needs Give letter name inventory to all students Give letter sound inventory to students who know at least half of the letter names

  6. Group Students Based on Data 2nd Week: • Use a simple chart to summarize the data • Group children according to: 1. Those with no letter knowledge 2. Those with strong knowledge of letter names & sounds 3. Those with inconsistency of letters and letter sounds • All students who leave K need to have a firm grasp on the alphabetic principle and its application in decoding and spelling unknown words.2

  7. Group Students Based on Data 4th Week: • Administer inventories created to match instruction • Regroup based on new data • Continue this process for each new segment/theme of instruction 12th Week: Begin including a spelling inventory into the assessment/regrouping process

  8. Simple Repetitive Instructional Strategies Content • Changes over time • Changes between groups • Phonemic awareness • Word Recognition

  9. Begin the Year with 2 Strategies • Phonemic Awareness (Chapter 3) • Initial sound sorting • Say - it – and – move - it • Word recognition (Chapter 4) • Letter names and sounds • Sounding and blending • High-frequency words (Elkonin boxes and words, p.66)

  10. What does it look like? • Figure 8.7 page 131 • Organize materials • Review data/core sequence/plan • Deliver instruction • As skills are mastered, increase pace and present more challenging work

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