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ERIC Number: ED531909
Record Type: Non-Journal
Publication Date: 2012
Pages: 54
Abstractor: ERIC
Reference Count: 8
Using "Instructional Routines" to Differentiate Instruction: A Guide for Teachers
Kosanovich, Marcia
Center on Instruction
Differentiated instruction means matching instruction to meet the different needs of learners. To deliver the wide range of instruction required to accommodate differing levels of learners in a classroom, teachers must use data-informed, small group instruction designed specifically to meet students' needs (Kosanovich, Ladinsky, Nelson, Torgesen, 2006). According to research on grouping students, implementing small group differentiated instruction in the classroom leads to an increase in reading achievement (Lou, Abrami, Spence, Poulsen, Chambers, & d'Apollonia, 1996; Mathes & Fuchs, 1994; Moody, Vaughn, & Schumn, 1997). This paper describes "Instructional Routines," which can help guide teachers in differentiating small group reading instruction. The "Instructional Routines" offer K-3 teachers a range of activities in a lesson plan format. They can be used flexibly because they provide a structure for teaching specific foundational reading skills, with explicit language and directions for teachers. Appended are: (1) Overview of Empowering Teachers Website and Materials; and (2) How to Find Student Center Activities to Use with "Instructional Routines." (Contains 2 tables.)
Center on Instruction. Available from: RMC Research Corporation. 1000 Market Street Building 2, Portsmouth, NH 03801. Tel: 800-258-0802; Tel: 603-422-8888; e-mail:; Web site:
Publication Type: Guides - Classroom - Teacher
Education Level: Early Childhood Education; Grade 1; Grade 2; Grade 3; Kindergarten; Primary Education
Audience: Teachers
Language: English
Sponsor: Office of Elementary and Secondary Education (ED); Office of Special Education Programs (ED/OSERS)
Authoring Institution: Center on Instruction