Being Extraordinary

I use differentiated instruction to meet all students’ needs. This includes visual supports, sentence starters, flexible grouping, and scaffolded texts. I provide visuals, vocabulary previews, and peer buddies for English Language Learners, accommodations which include chunked instructions, sensory tools, and quiet workspaces for students with disabilities,  and for gifted students, I use enrichment menus, extension projects, and leadership roles are available.

Small group instruction is built into our weekly schedule. Students rotate through centers and one-on-one conferences during designated instructional blocks, often during literacy or math workshop time. Each small group is intentionally formed based on data from formative assessments, learning profiles, and ongoing observation. Groups are fluid and flexible, so that students may move between them as their needs change.  To manage these rotations, I use a clearly posted center schedule and visual timer so students know where to go and how long they’ll be there. Each center is purposeful and standards-aligned: one may involve independent practice, another may offer collaborative work with peers, a third might provide hands-on activities or technology integration, and one is always reserved for direct instruction with me.

During individual instruction, I meet with students for conferencing or targeted skill support. These one-on-one moments are built into the rotation and used to reteach, assess, or extend learning. I keep a binder or digital log with notes and goals for each student to monitor progress and inform planning. Classroom expectations, noise level charts, and anchor routines help the rest of the class stay engaged and independent while I’m working with small groups or individuals.

This structure not only supports diverse learners,

but also promotes independence, accountability, collaboration, and

meaningful engagement across the classroom.