Engaging Every Learner: Differentiation and Technology in Phonics Instruction

Using Differentiated Instruction to Support All Learners

Designing the Short and Long Vowel Sounds lesson allowed me to incorporate differentiated instructional strategies, varied assessment methods, and technology to meet my students' diverse needs. Here is how I approached these essential components:  

Evaluating and Choosing Instructional Strategies:  

For this lesson, I based my instructional strategies on my observations and my mentor teacher's feedback. She noted that her students excel when learning activities involve gameplay and chants, which guided my decision to include vowel sound chants, a bingo game, and engaging songs about vowels. Differentiation is widely recognized as a key strategy for nurturing gifted and talented students (Opoku et al., 2025), and I aimed to ensure all students felt challenged and supported.  

I differentiated instruction by addressing student readiness, interests, and learning styles. Starting with an initial diagnostic vowel sound identification test, I was able to assess phonemic awareness levels and tailor activities accordingly. Students who demonstrated higher readiness were given complex decoding tasks, while those who needed more support received scaffolded instruction using Elkonin boxes and visual aids.  

To cater to various learning styles, I included kinesthetic activities like Body Spelling (stretching for long vowels and quick motions for short vowels), visual strategies like color-coded vowel sound mapping, and auditory reinforcement through vowel sound chants. Incorporating these diverse methods ensured that all students, including ELLs and those with IEPs, could engage meaningfully with the content.  

Differentiating Assessment  

Assessments were designed to meet specific learning goals while addressing individual and group differences. Formative assessments, such as thumbs up-thumbs down, whiteboard responses, and exit tickets, provided ongoing insights into student understanding, allowing for real-time instructional adjustments.  

Summative assessments included a written evaluation where students identified and decoded vowel sounds, alongside a performance task where they created a vowel sound "gallery." This gallery allowed students to visually and verbally explain vowel sounds, offering multiple ways to demonstrate understanding.  

To ensure all students could succeed, I differentiated assessments for specific groups:  

1. English Language Learners (ELL): I provided bilingual glossaries, sentence frames, and visual aids. ELL students could opt for oral presentations instead of written tasks, ensuring they could express their understanding without language barriers.  
2. Students with Special Needs: These students received alternative formats like audio responses and extended time. I incorporated manipulatives for tactile learners and broke tasks into smaller, manageable steps to reduce cognitive load.  
3. Gifted Students: Advanced learners were challenged with multi-syllabic word activities and encouraged to design their own vowel sound games. They also had opportunities to lead peer-teaching, deepening their understanding by explaining concepts to classmates.  
4. Early Finishers: Students who completed tasks early were provided extension activities such as writing stories featuring specific vowel sounds, exploring irregular vowel patterns, or engaging in peer-teaching opportunities.  

Technology Integration  

Technology played a pivotal role in enhancing engagement and differentiation within the lesson. Chromebooks were used for vowel sound matching games, offering interactive, self-paced learning opportunities. These digital activities provided immediate feedback, which is essential for reinforcing correct vowel sound identification. Additionally, students accessed IXL, an online platform that allowed them to practice phonics skills while receiving instant feedback, turning learning into a fun, game-like experience. “As educators, we need to create classrooms that will maximize the success of all students, and will accommodate a diverse range of skills, needs, and interests" O’Donnell (2017). We also incorporated YouTube songs that promoted movement and sound recognition for short and long vowels. These multimedia elements kept students engaged and catered to auditory learners. 

When selecting technology resources, I carefully evaluated their appropriateness based on usability, accessibility, and alignment with learning objectives. For example, the vowel sound matching game on Chromebooks allowed for differentiated levels of difficulty and included visual and auditory cues, making it particularly suitable for all types of learners including ELL and special needs students. 

Hanifah Insani, Suwarna, & Triyono (2024) stated, the recent studies exploring how educators integrate technology into online teaching have highlighted varied outcomes, particularly in language instruction. This insight guided my careful selection of digital tools to ensure they aligned with student needs and lesson objectives.  

Conclusion  

This lesson plan reflects a deliberate effort to create an inclusive, engaging, and effective learning environment. By thoughtfully integrating differentiated instructional strategies, assessments, and technology, I ensured that all students had the opportunity to succeed, regardless of their individual learning needs. 

 

References:  

Maxwell Peprah Opoku, Hala Elhoweris, Noora Anwahi, Negmeldin Alsheikh, Ashraf Mustafa, & Wadima Al Dhaheri. (2025). Differentiated Instruction for Gifted Teaching Behavior in Classrooms: What Are the Levers of Change in the United Arab Emirates? Journal of Advanced Academics, 36(1), 6–36. https://doi-org.lopes.idm.oclc.org/10.1177/1932202X241247593  

Nur Hanifah Insani, Suwarna, & Sulis Triyono. (2024). A Mixed-Methods Study of School Language Teachers’ Technology Integration: Are They Competence with TPACK in Online Learning Environment? Turkish Online Journal of Distance Education, 25(3), 207–224.  

O'Donnell, A. (2017). Teaching tools and strategies for diverse learners. Literacy Now. International Literacy Association. https://www.literacyworldwide.org/blog/literacy-now/2017/10/26/teaching-tools-and-strategies-for-diverse-learners 

 YourAlberta (Government of Alberta). (2018, April 10). Using Differentiated Instruction to Support All Learners [Video]. YouTube. https://youtu.be/OqlXSV7By_s?si=bOt8RJp_swGMJQ2x