Transcript Differentiated Instruction

Differentiated Instruction
Lakeview Elementary
July 27, 2006
Agenda
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What is Differentiated Instruction?
Implementation within the Reading Block
Guided Reading
How to Get Started?
Developing a Differentiated Activity
Differentiated Instruction is…
• a deliberate, organized, yet flexible way of
proactively adjusting teaching and learning to
meet children where they are and help
them to achieve maximum growth as learners.
Goal of Differentiated Instruction
• Maximum growth from a student’s current
learning position.
• It is a blend of whole-class, small flexible
groups, and individual instruction.
• It is marked by a repeated rhythm of wholeclass instruction, review, and sharing, followed
by opportunity for individual or small group
instruction, practice, extension, and production.
Teachers in Differentiated Classes…
• Begin where the students are as determined by
assessments.
• Accept and build upon the premise that learners
differ in important ways and that varied rates of
instruction along with varied degrees of
complexity must be used.
• Call upon a range of instructional scientificallybased reading research strategies (Tomlinson,
1999).
Model for Student Success
Continuous
Assessment
Instruction
Data-Based
Instructional Planning
Teacher Support & Child Control
Level of Child
Control
High
Support
Moderate/Low
Support
Level of Teacher
Support
Little/No
Support
Reading Aloud
Shared Reading
Guided Reading
Independent Reading
Language Experience
Interactive Writing
Writing Workshop
Independent Writing
What should the Language Arts and
Reading Block Include?
5
5 Major
Components
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3 Types of
Classroom
Assessment
Initial
Instruction
Explicit
Immediate
Intensive
Intervention
Phonics
Screening
Systematic
Flexible grouping
Fluency
Diagnosis
Scaffolded
Accommodations
Vocabulary
Progress
Monitoring
Differentiated
Universal Design
Phonemic Awareness
Comprehension
Print-rich
The Language Arts and Reading
Instructional Block
Teacher Directed Instruction
(*50 Minutes)
Grade-Level Text
Core Instruction (CRRP-Houghton Mifflin)
Differentiated Instruction Rotation
Guided Reading / Skills / Strategy Groups
(*40 minutes)
Instructional Level Text
Group 1 (*20 Minute Rotation)
Group 2 (*20 Minute Rotation)
Possibility for a third rotation, if time permits.
Process Writing (*30 Minutes)
* All times are approximate
Possibilities for
Differentiating Instruction
Guided
Reading
Skills /
Strategy
Groups
Tailored
Center
Activities
Guided Reading
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Differentiated instructional grouping of students based on their needs,
ability, and/or interest
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Small groups (3-8 students)
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Groups change based on assessment and observation
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Allows students to apply the skills and strategies from the anthology
lessons in text they can read (at their instructional/independent level).
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Books become increasingly more challenging as the student progresses
and is able to apply skills and strategies independently.
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Supports the reader’s development of “Good Reader Strategies”
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Allows the learner to problem solve during reading
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Develops comprehension and fluency at the reader’s instructional level
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ULTIMATE GOAL: Children read INDEPENDENTLY and SILENTLY
Materials Available
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Grades K-2
On My Way Practice Readers
Little Readers
Houghton Mifflin theme
paperbacks
Houghton Mifflin Phonics
Library (if not previously
used with instruction in the
CORE block)
A.L.L. Library Books
Previous series leveled books
ANY LEVELED BOOKS
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Grades 3-5
Houghton Mifflin theme
paperbacks
Houghton Mifflin Phonics
Readers (if not previously
used with instruction in the
CORE block)
A.L.L. Library Books
Previous series leveled books
ANY LEVELED BOOKS
Outcomes of Guided Reading
• Students will develop comprehension and fluency as
they process a variety of increasingly challenging
texts at their instructional level. As a result, students
will be able to:
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Connect prior knowledge to text
Expand vocabulary
Problem solve strategically
Predict and adjust predictions accordingly while reading
Read for meaning
Apply strategies to different genre and text structures
Read increasingly challenging text fluently and with
comprehension
Guided Reading Groups
• Groups are determined by Informal and
Formal assessments.
Informal
Formal
Teacher Observation
DIBELS Risk Levels
Running Records
STAR Lexile Levels
Daily assignments
DAR
Other
How is Guided Reading Taught?
• Students are grouped according to their instructional
level.
• Students are accurately matched to text.
• Groups meet regularly for approximately 20 minutes.
• Least proficient are seen daily.
• Teachers model good reader strategies and provide
mini-lessons as needed.
• Learners transfer and apply strategies to the text
during the two day cycle as they read independently.
• As students progress they are moved to higher levels.
The Three Reading Cueing Systems
Adapted from Fountas & Pinnell
Meaning (Semantic Cue System)
Structure (Syntactic Cue System)
Story
Natural Language
Does it make
sense?
Text
Does it sound
right?
Illustrations
Sounds and Symbols
Knowledge of
English
Grammatical and
Language Patterns
Does it look
right?
Print Conventions:
•Directionality
•Word Spaces
Analogies
•Letters
•Beginnings/Endings
Visual (Graphophononic Cue System) •Punctuation
Meaning – Semantic Cue System
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Does it make sense?
What happened in the story when...?
What do you think it might be?
Can you re-read this?
Look at the pictures
Let’s review. What is happening now?
Structure – Syntactic Cue System
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Does it sound right?
Can you re-read that?
Can you say it another way?
Do you know any part of that word?
What other word might fit here?
Visual – Graphophonic Cue System
• Does it look right?
• What would you expect to see at the
beginning/middle/end?
• What can you do to figure this out?
• Point to the word…
• Did that match?
• What sound/letter does it start with?
• Can you find….?
Supporting Fluency
How does your reading sound?
• Read your words so it sounds like you are
talking.
• Make your voice show the author’s meaning.
• Read it like this (model phrases).
• Make it sound like the characters are talking.
• Make your voice go down when you see the
period.
• Get excited when you see the exclamation
point.
Good Reader Strategies
Look
at the Pictures
Get your MOUTH
ready to make the first
sound
CHUNK IT
By looking for part you
know
SKIP
Re-READ
THINK
Then go back
Read SKIP Read
Go back and read again
about the meaning of
the story
Primary Guided Reading
Lesson Plan Framework (15-20 Minutes)
DAY 1
Before:
 Review Good Reader
Strategies
 Introduce the Story
 Predict/Set the scene
 Picture walk
 Explore text features
 Implant vocabulary
 Set a purpose/strategy
and/or focus for reading
During:
 Read the text, students read independently at
their own pace, in a whisper voice or silently.
Read/Reread text during this time.
 Move around/tap on shoulders, observing
reading behaviors. Help students with unknown
words when needed (refer to Good Reader’s
chart). Assess students to monitor
comprehension.
 Ask selected students to read and take notes
“on the run”
After:
 Revisit the text and adjust
 Adjust predictions
 Assess students’ comprehension
 Mini Lesson based on the strategy or
focus introduced in the Before section OR
on-the-spot Mini Lesson based on
students’ needs
 Celebrate good reader behaviors
 Return to text based on mini-lesson
DAY 2
Before:
 Review the text
 Review strategy
and/or
focus
 Set a purpose for
reading
During:
 Read the text- students read independently,
at their own pace, in a whisper voice or silently.
Read/Reread text during this time
 Assist students in the application of the
strategy and/or focus.
 Ask selected students to read for and take
notes “on the run”
After:
 Mini-lesson based on the strategy or
focus previously identified.
 Focus on strategy development
 Pose specific comprehension skills
 Note miscues/strengths and focus for
next mini-lesson
 Extension activities are optional as
independent work not during Guided
Reading
Intermediate Guided Reading
Lesson Plan Framework (15-20 Minutes)
DAY 1
Before:
• Introduce story and set
the scene (build background
knowledge)
• Predict
• Explore text features
• Implant vocabulary
• Set a purpose for reading
by setting a strategy and/or
focus
During:
• Read the text - students read independently,
at their own pace, in a whisper voice or silently
• Move around/tap on shoulders and observe
reading behaviors
• Help students with unknown words when
needed (refer to Good Reader’s chart)
• Ask selected students to read for and take
notes “on the run”
• Students reread text during this time
After:
 Revisit the text and adjust predictions
 Assess students’ comprehension
through oral discussion
 Mini-lesson based on the strategy or
focus introduced in the Before section
OR on-the-spot Mini Lesson based on
students’ needs
 Celebrate good reader behaviors
 Return to text based on mini-lesson
DAY 2
Before:
• Review the text orally
(summarize selection)
• Discuss main ideas and/or
literary elements
• Review strategy and/or
focus
• Identify strategies to solve
unknown words
During:
• Reread the text- students read
independently, at their own pace, in a whisper
voice or silently after setting purpose
• Prompt students to help them problem solve
while reading
• Teacher asks selected students to read for her
and takes notes “on the run”
After:
 Revisit the text
 Mini-lesson based on the strategy or
focus previously identified.
 Focus on strategy development
 Pose specific comprehension skills
 Note miscues/strengths and focus for
next mini-lesson
Skills-Based Strategies
• When considering skill building activities
during teacher led groups:
– Teacher must model and explain systematically and
explicitly
– Provide guided practice through direct interaction
with students using prompts and immediate
feedback
– Scaffold instruction that the student can synthesize
and apply with teacher guidance
Skills to Support the “Big 5”
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Phonological Awareness
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Rhyme
Alliteration
Sentence segmentation
Syllables
Onset and Rime
Phonemes
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Phonics
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Fluency
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Letter recognition
Letter-sound correspondence
Onset and Rime
Word Study
Syllable patterns
Morpheme structures
Letter recognition
Letter-Sound correspondence
High Frequency words
Oral Reading
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Vocabulary
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Comprehension
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Word Identification/ Words in Context
Words that Describe/Word Meaning
Word categorization/Word Knowledge
Word Structure/Word Analysis
Sentence Structure and Meaning
Story Structure
Monitoring for Meaning
Main Idea/ Summarizing
Crosswalk of Skill-Based Strategies
Tailored Center Activities
• Addresses student’s reading deficiency according to the
formal assessments
• Invites students to independently transfer/apply
strategies previously taught and modeled
• Allows students to manipulate language in both oral and
written form
• Engages the students to learn through cooperative
grouping
• Provides open-ended activities for students that stress
skill rather than product
How to Get Started?
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Develop Guided Reading Groups (DIBELS)
Classroom Management
Gather Materials & Resources
Designate Areas in the Classroom
Teach, Model, Monitor
Dynamic Indicators of Early Literacy
Skills (DIBELS)
• Letter Naming Fluency (K-1)
– Predictor of later reading skills,
taps into letter knowledge and
rapid naming ability.
• Initial Sound Fluency (K)
– Taps into emerging phonological
awareness with beginning sound
identification tasks.
Dynamic Indicators of Early Literacy
Skills (DIBELS)
• Phoneme Segmentation
Fluency (K-1)
– Measures a child’s skills in
breaking short words into
individual phonemes, or sounds.
• Nonsense Word Fluency (K-2)
– Taps into alphabetic principle
skills by measuring letter-sound
correspondence skills as well as
decoding skills.
Dynamic Indicators of Early Literacy
Skills (DIBELS)
• Oral Reading Fluency (1-5)
– Measures a student’s accuracy
and speed with connected text.
Reading a DIBELS Report
• First Column
– Red: Students in need of
immediate intensive intervention
– Yellow: Students in need of
additional support
– Green: Current reading
instruction is meeting the needs
of the student.
Reading a DIBELS Report
• Next Three Columns
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Red: High Risk (HR)
Yellow: Moderate Risk (MR)
Green: Low Risk (LR)
Blue: Skills that are at or above
the 60th percentile (AA)
• These columns are critical in
forming groups and selecting
activities to meet students
needs.
Getting Guided Reading Started
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Classroom Management
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All Necessary Materials
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Designate a quiet area where you can observe both your group
and the others
– Rules & Consequences
– Daily Independent work related to reading and writing
– Centers-Listening, Independent Reading, Fluency Practice, Making
Words, Writing to Respond to literature, Technology, etc.
– Group charts
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Teacher’s Manual
Guided Reading Lesson Plan from K-2 or 3-5 Companion
Books for each group
Chart/dry erase board/blackboard for mini-lessons
Strategy posters (Visible to all students)
Writing tools e.g. paper, pencils, etc.
Guided Reading Groups Roster
Group 1- Fire
Level High Risk
Group 2- Wind
Level Moderate Risk
Group 3- Earth
Level Low Risk/Above
Average
Michael
Maricela
Faith
Brittney
Helene
Lauren
Lily
David
Alexander
Ivette
Manny
Travis
Phillip
Jenny
Ryan
Jake
Tracy
Amari
John
Devante
Shirley
Ashley
Alison
Raymond
FOCI: Blending, High Frequency
Words, vowel patterns, vowel
digraphs, inflectional endings,
etc.
ALL LEVEL F-H
FOCI: PHONICS, Chunking,
unusual vowel patterns,
irregular sight words
FOCI: Explicit Comprehension.
Predict/Clarify/Summarize/Disc
uss; Multi-syllabic decoding of
longer words
ALL LEVEL J+
ALL LEVEL H-J
Differentiated Instructional Rotation Model
Guided Reading / Skills Based / Tailored Center Activities
Mon
Group 1
Fire
Group 2
Wind
Group 3
Earth
Tues
Wed
Thurs
Fri
Session
1
TLC: Skills lesson
consonants, short
vowels
SKILL BASED
IFC: Choral Reading
of Sight Words
TLC: Skills Lesson on
Blending – “Say it,
Move it”
SKILL BASED
IWC: Letter Cube
Blending
TLC: G.R., using
decodable text to
practice and apply
skills.
Session
2
IWC: Letter Cube
Blending
TLC: Skills lesson on
Blending “Say It,
Move It”
SKILL BASED
ILC: Story Question
Cube or Expository
Fact Strip
TLC: G.R., using
decodable text to
practice and apply
skills
IFC: Choral
Reading of Sight
Words
Session
1
IFC: Choral Reading
of Second 100 FRY
Phrases
ILC: Story Question
Cube or Expository
Fact Strip
IWC: Vowel Closed
Sort
Long /o/,
Short /o/
ILC: Story
Question Cube or
Expository Fact
Strip
IWC: Multi-syllabic
Word Puzzles
Session
2
TLC: Skills Lesson on
Short/Long vowel
patterns using word
sorts
SKILL BASED
IWC: Vowel Closed
Sort
Long /o/, Short /o/
TLC: G.R., Vocabulary
and Comprehension
IFC: Choral
Reading of Second
100 FRY Phrases
TLC: G.R., Story
Question Cube or
Expository Fact
Strip
Session
1
ILC: Story Question
Cube or Expository
Fact Strip
TLC: G.R.,
Vocabulary and
Comprehension
IFC: Choral Reading of
Second 100 FRY
Phrases
TLC: G.R.,
Vocabulary and
Comprehension
IWC: Multi-syllabic
Word Puzzles
Session
2
IFC: Choral Reading
of Third 100 FRY
Phrases
ILC: Story Question
Cube or Expository
Fact Strip
IWC: Multi-syllabic
Word Puzzles
ILC: Story
Question Cube or
Expository Fact
Strip
ILC: Story
Question Cube or
Expository Fact
Strip
TLC=Teacher Led Center (skill based or guided reading) IFC=Independent Fluency Center. IWC=Independent Word
Center. ILC=Independent Library Center
What to do with the others?
During Guided Reading
• Engage as well as monitor the other students
in meaningful literacy center activities that:
– Establish accountability to encourage students to
prevent practicing the same errors
– Provide opportunities to practice skills and strategies
modeled during whole/small group
– Enhance and extend literacy experiences through
tailored center activities and or supplementary
materials that reinforce what was previously taught
explicitly
Establish Routines
• Routines are patterns of instruction or classroom
activity that are used over and over again.
• The keys to implementing any classroom routine for
management are:
– Teach the routine to your class explicitly
– Practice the routine with your class
– Give feedback- What went well…?What didn’t go
well…?
– Revise and try the routine again
Managing Student Centers in the
Classroom
• Examples may be:
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adjusted to meet the needs of a specific class
rotations may be added
rotations may be deleted
the number of students or teacher groups may be
modified
Rotation Wheel – Center Time
• Student names are
placed in groups on the
larger laminated circle.
• Clips may be moved as
groups change.
• Use Velcro to place
center icons on the
smaller laminated circle.
• Turn wheel to rotate
centers.
Bulletin Board – Center Time
• Student pictures are placed
in groups using Velcro.
• Icons are placed on the
right side denoting each
rotation.
• Student pictures and icons
may be moved when
student groups or centers
change.
• Move the red arrow to the
right to rotate centers.
Flip Board – Center Time
• Teacher-led groups are
placed vertically and student
groups horizontally.
• Student names are written
on Post-it notes so that they
may be moved as needed.
• Letters represent centers and
are written to the right side.
• Yellow poster board strips
are flipped behind the white
poster board to rotate
centers.
Pocket Chart – Center Time
• Teacher-led groups are
placed vertically and student
groups horizontally.
• Icons are placed to the right
denoting center rotations.
• The second set of icons is
turned over to rotate student
centers.
• Black arrows point student
groups to centers.
• The red arrow points to
students who are pulled to
the teacher-led groups.
Suggested Center Activities
• Library Center
– Books should include:
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Teacher has read to the students
Fit a theme teacher is using
Variety of genre
Appropriately leveled
– Center should be comfortable:
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Pillows
Beanbags
Shelves (at student’s eye level)
Easily accessible
Suggested Center Activities
• Writing Center
– Stock with:
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Various paper (sizes and colors)
Crayons
Markers
Pencils
– Write reactions to stories
• Favorite characters
• Illustrations acceptable in kindergarten
• Favorite part
Suggested Center Activities
• Writing Center (cont.)
– Match word and picture cards (acceptable for preprimer readers)
– Sequencing
• Divide paper in 3 sections and have children “write” about
what happened 1st, 2nd, or 3rd or beginning, middle, and
end.
Suggested Center Activities
• Letters and Sounds
– Young children learn by using concrete samples
• Label small boxes and fill them with objects beginning with
the letter
• Place objects beginning with letter on table and have them
write the letter and draw the objects
• Use clay to form letters
• Write letter and cover with something appropriate (e.g.
cover S with salt or sand)
• Make ABC cards using index cards
• Cut pictures out of magazines that match letter
Suggested Center Activities
• Art Center
– Clay to model characters from story
– Puppets: make characters from story and role play
• Paper bag
• Paper plates
– Draw characters or setting of story
Suggested Center Activities
• Technology Center
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Riverdeep (Destination Reading)
SuccessMaker Enterprise
Accelerated Reader
Get Set to Read (Houghton Mifflin)
Suggested Center Activities
• Comprehension Center
– Story Structure
• Graphic Organizers
• CRISS
• Reading First Binders
– Summarizing
• Graphic Organizers
• CRISS
• Reading First Binders
Classroom Environment
Technology
Center
Teacher Led Center
Library Center
Fluency Center
Word
Center
Comprehension
Center
Materials for Guided Reading
• Good Reader’s Poster and Bookmarks
• Chalkboards or White Marker Boards
• Appropriate text at students’ instructional level
– Variety of genre
– Leveled readers
• Classroom Management System
– Display boards, charts, posters
– Independent activities from Houghton Mifflin
• Accountability System
– Notebook or Clipboard
Other Available Resources
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Handbook For English Language Learners
Extra Support Handbook
Challenge Handbook
Teacher’s Resource Black-line Masters
(Reading Cards)
• Support for FCAT Reading & Writing
• Classroom Management Handbook
Other Available Resources
Online Resources
• Florida Center for Reading Research (FCRR)
– http://www.fcrr.org
• Reading A-Z
– http://www.readinga-z.com/newfiles/leveledreaders.html
• Using Literacy Centers with Guided Reading
– http://www.msrossbec.com/literacy_index.html
Questions