ERIC Number: ED207012
Record Type: RIE
Publication Date: 1980
Reference Count: 0
Structuring a Differentiated Language Arts Program for the Highly Able Reader in the Middle School.
Cornette, James H.; Bartelo, Dennise M.
A frequent concern of language arts teachers is how to provide a quality differentiated program for the highly able readers in their classrooms. In order to implement such a program, one must look first at the uniqueness of the individual school and then explore a variety of organizational patterns that meet the needs of the students. One organizational pattern is intraclassroom structuring, which involves independent study, tutoring, cluster grouping, and cooperative team teaching by media specialists, resource teachers, and regular classroom teachers. A suggested approach for the development of an instructional plan for middle schools is based on an acronym, CREATE. In implementing an instructional plan, the teacher begins with an understanding of the language arts curriculum (C). The teacher then selects a specific reading skill (R) based on preassessment of student strengths and weaknesses. This is followed by an enlivening (E) of the subject material for stimulation of productive thought. Activities (A) are then selected to develop concepts in specified skill areas. The ensuing step is the teach and reteach (T) segment, during which the teacher checks skill development and adjusts the activities accordingly. During the final step, the teacher elaborates and extends (E) the skill beyond the minimum grade level requirements. Evaluation of instruction and student progress is conducted at this point. With this plan the role of the teacher is that of a resource for learning, rather than a dispenser of information. (HOD)
Publication Type: Guides - Classroom - Teacher
Education Level: N/A
Authoring Institution: N/A