Home : Brewster Elementary School : Classroom Pages : Kindergarten : Curriculum Differentiation

Brewster Elementary School

Curriculum Differentiation


 The Rochester Community Schools curriculum is based on Michigan standards and benchmarks that require the use of higher order thinking skills.  Classroom teachers utilize these benchmarks to challenge their students to think, work, and produce at a meaningful level. The goal of a differentiated classroom is to maximize student growth and individual success. 

Curriculum Differentiation allows teachers to provide a variety of opportunities for learning within the classroom community.  Teachers assess students in order to provide the best possible instruction.  Students engage in many different thinking processes and open-ended activities to learn about a topic. Support and practice is given to students so that they may experience success in an enriched curriculum.

Kindergarten – Curriculum Differentiation




SHARED READING:  Children are introduced to the concepts of print while gathered around a book with text, illustrations, and a familiar pattern.  Capitalization, alphabet and word recognition, direction of reading ,and punctuation are some of the skills that are taught during this time. Some children will grasp these concepts fully. For others, it will be a time for additional exposure. Students will be encouraged to read along as these books are used for practice again and again.

GUIDED READING:  Children meet in small groups based on the children’s needs.  A story is introduced and different reading concepts and skills are taught and reinforced..

INDEPENDENT READING:  A variety of different level books are available for children to read at various times throughout the day.

MODELED WRITING:  The teacher writes for the children as a group, demonstrating the writing process and making comments about concepts of print. Children are given the opportunity to practice these skills.

SHARED WRITING:  In another whole group setting, the teacher writes patterned sentences with familiar words, talking through the writing process.  Skills such as capital letters, spacing and beginning sounds are demonstrated. 

INTERACTIVE WRITING:  This whole group activity shares similar goals as shared writing, but this time the children “share the pen”.  Some children contribute a letter or punctuation mark in the story while others might write words.

INDEPENDENT WRITING:  The children work individually and use their knowledge of the writing process to write their own text.  Skills and punctuation vary according to the child’s level of development.

In addition, Centers, Projects, and Artwork encourage curriculum differentiation, so that the children are learning and producing at their personal developmental levels.



Our Math program is challenging and manipulative-based.  Learning is active, and concepts are learned in a variety of ways. 

·          The program has a spiral sequence where concepts are introduced, taught and revisited.

·          Learning concepts is taught by a sequence of concrete to pictorial.

·          Children are given opportunities to play Math games to learn concepts.

·          Math concepts are integrated into the daily routines such as during calendar, clean up and snack time.




Thematic units are interwoven throughout the curriculum.  Concepts are taught in large group settings using big books, materials, and class discussions.  Hands-on activities at learning centers provide opportunities for children to learn and reinforce the concepts at their individual levels.  Field trips provide first-hand knowledge for follow-up classroom activities. Open- ended assignments are given to provide students with opportunities to perform at their individual levels.