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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.

  

Grade 2 – Curriculum Differentiation

 

LITERACY

·         Opportunities to engage in discovering, creating and analyzing spoken, written, electronic and visual texts which represent multiple perspectives and diverse communities

·         Whole class and small individualized group activities

·         Variety of assessments given to determine needs of all students

·    Independent Reading - Quiet reading time allowing students to make independent reading choices based on their interests and abilities. Choices are recorded daily in their reading log.

·         Book Clubs – Small group discussions;  students dialogue about issues from a book the group is reading

·         Reading Journals – students reflect and share during book club discussions

 

MATHEMATICS

·         Variety of strategies and groups utilized to meet whole group, partner and individual needs

·         Math games modified and extended to meet varied ability levels

·         Math Explorations involving hands-on problem-solving strategies adapted to varied needs

·         Combination of hands-on, paper and pencil, verbalization and teacher instruction

·         Problem-solving activities to extend and refine thinking skills

·         Mad Minutes – timed drills on addition and subtraction

·        Calculators used for problem-solving activities

 

 

SCIENCE AND SOCIAL STUDIES

·                     Journal writing – recording and displaying what they have learned and demonstrating understanding in a variety of ways depending on individual learning styles

·                     Small interactive groups – learning and sharing information from one another as well as allowing the teacher to work with a smaller group of students

·                     Whole group – working together as a group to share information and respond to different topics, guiding the teacher to identify students’ needs        

·                     Field Trips – gaining first-hand knowledge in curricular areas