The first step is to gather the results from both informal and formal assessments. Look through previous end of the year reading scores, reading achievement tests and work samples. If necessary, test the students again until you have an accurate idea of each student's ability. Divide students into three or four groups such as below level, basic and advanced. Though you must provide differentiated instruction for each group, this will make it easier to prepare appropriate lessons for all.
It is important that the reading material and assignments are chosen carefully. When working with students below level, you must ensure that they are not doing more or less work than other groups. Think about the strengths of each student and areas that need improvement. Below level students may need more straightforward questions, while the advanced readers can work on higher-order thinking skills. Be sure to find reading material that will be engaging and interesting to the students.
Continue to differentiate new concepts by adjusting assignments to meet everyone's individual learning needs. Students do not magically fall into three distinct groups. It is extremely important that the educator spends time creating lessons appropriate for each student. Guide students through the reading time, looking for topics they may need extra practice on. Pose questions to stimulate learning, and be supportive as they work on various concepts. As you spend time observing them, you will find it easier to create assignments for each one. Watch carefully for signs of frustration, and do your best to encourage each learner.
Just as students do not fall into three categories, they also do not progress at the same rate. Continue to perform both formal and informal assessments of each student's reading level, comprehension and vocabulary recognition.These assessments can be computer based, hand written or typed. A student that seems to be below level at the beginning of the year may make considerable progress with lessons created just for him. It is necessary to remain diligent with testing to see how far each child progresses and at what rate.