Differentiated+Text+Sets

**Introduction to [|Differentiated Text Sets] ** Besides being passionate about using a balance of fiction and non-fiction texts in my literacy instruction, I also believe that students should have access to a variety of texts when reading for content. The idea of differentiated text sets is one I first heard about while attending a workshop with Richard Allington about his book //What Really Matters to Struggling Readers//. The purpose of differentiated texts sets is to provide content area texts at an appropriate level for all students. The following texts have been selected to facilitate the study of soils. Non-Fiction selections, the "texts," are paired with "supplementary texts" that help students explore the topic. The supplementary books provide a variety of contexts for students to acquire information, provide opportunities for visualization, and assist students in making connections among subtopics. In addition, texts and supplementary texts were selected at a variety of reading levels, generally between a first to fourth grade level, to accommodate the range of reading abilities that is often found in a second grade classroom. Shared, guided, and partner reading will help students access texts that are beyond their independent reading level. Books earned their place in the differentiated text set for their organization, attractive graphics, and readability. The text set includes books that look at soil from a nontraditional point of view. For example, books on archaeology, building, and moving soil with big machines are included to engage students by accessing their interests. In addition, supplementary texts were chosen for their connections and value they bring throughout the day, such as in writing and character development.

**Reflection**

In my personal experience with differentiated text sets, students of all reading abilities spend more time engaged in reading about the theme of study. Additionally, the "easy" texts are no longer just for the struggling readers. The stigma of reading an easy or thin book diminishes as many advancing readers choose to read texts of all levels. Furthermore, the element of choice that is fostered by using text sets motivates students to take more initiative reading about content outside the scheduled instructional period for Science and Social Studies.

Administrator Standard #1; Content Guidelines A, B, C, D, E