Transcript Preschool PowerPoint - LANGUAGE! Intensive Reading

Implementing
Differentiated Instruction
In the LANGUAGE! Classroom
1
Why haven’t we implemented
Differentiated Instruction
before?
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Lack of Instructional Time
Lack of materials
Need for Preplanning for
Centers
Setting Expectations
Administrative Support
2
Each of these stumbling blocks are being chipped
away as LANGUAGE! is further implemented in
Lee County.
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Instructional time: The LANGUAGE! Program
should have a 90 minute reading block
allowing time for differentiated instruction.
LANGUAGE! curriculum provides integrated
materials and planning for differentiated
instruction.
Administrative support is enhanced through
national and district research.
The district will be providing continued
workshops on differentiated instruction,
model classrooms, literacy centers, and other
research based instruction.
3
What does current
research indicate
regarding
Differentiated Instruction?
4
The Neurobiology of Reading
and Dyslexia
The provision of extra time is
therefore an essential
accommodation; it allows them
time to decode each word and
apply their unimpaired higher
order cognitive and linguistic
skills to the surrounding context
to get at the meaning of words
that they cannot rapidly decode.
Shaywitz, 2001
5
Implications concerning
Shaywitz’s findings…
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Therefore, it is essential to
differentiate to meet the needs
of our students.
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Research supports the need for
differentiating instruction for
underachievers. Struggling
readers need something
different…
6
Reading Next: A Vision for Action and
Research in Middle and High School
Literacy
“ A full 70 per cent of U.S.
middle and high school students
require differentiated instruction,
which is instruction targeted to
their individual strengths and
weaknesses.”
(Biancarosa & Snow)
7
Torgeson’s Chart
What skills are particularly deficient in
level 1 and level 2 readers at 10th grade?
Skill/Ability
WPM on FCAT
FCAT Performance Level
1
2
130
154
3
4
5
175
184
199
87th
93rd
Fluency percentile
8th
30th
68th
Verbal knowledge
/reasoning
30th
60th
66th
84th
89th
8
Implications of Torgeson’s
findings…
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Students in Reading Level 1 and
2 have a larger deficit in
FLUENCY than in VERBAL
KNOWLEDGE/REASONING.
9
If we keep doing
the same thing,
we’ll keep getting
the same results
so…
10
Teachers as Scientists
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Students arrive in IR classes
with a variety of
assessments– how can this
data be used to plan
instruction in the L!
classroom; the process is
much like a scientist that
problem solves.
11
The purpose of assessment
is…
“provide teachers with data that they
can use to adjust instruction to ensure
that all students achieve maximum
growth in reading. These tests help
identify students who require
“corrective instruction”, students who
would from enrichment activities, and
help teachers prevent minor
difficulties from developing into major
problems” (Guskey, 2003)
12
The purpose of assessment
is…
“provide teachers with data that they can
use to adjust instruction to ensure that
all students achieve maximum growth
in reading. These tests help identify
students who require “corrective
instruction”, students who would from
enrichment activities, and help teachers
prevent minor difficulties from
developing into major problems”
(Guskey, 2003)
13
Why Do Content Mastery?
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Content Mastery is an integral part of
the Language! program.
Success with the L! program hinges on
the consistent use and monitoring of
the assessments.
Assessment information is essential to
drive the day to day instructional
success.
Helps identify and intervene with those
students who are falling behind and/or
do not show growth in the critical areas
of literacy development.
14
Content Mastery Tasks
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Focuses on specific content
covered in the unit
Measures new content and
concepts taught
Offers students practice in a
variety of testing formats
such as multiple choice,
recall/written response,
spelling, and open-ended
format
15
Content Mastery
provides data in three
categories:
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Instructional Effectiveness
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Individual Students
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Other Considerations
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Instructional Effectiveness
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Provides teachers with a
snapshot regarding the
effectiveness of instruction
Informs teachers about areas
that might need additional
practice and modeling
Provides feedback about the
pace of instruction
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Instructional Effectiveness
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The percent of students achieving
mastery over a designated period
of time (9 weeks or semester)
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The percent of students achieving
mastery within a unit
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What differentiated instruction is
needed to ensure mastery for all
students
18
Consider how
teacher and
student behaviors
affect Content
Mastery scores?
19
Points to Ponder When Analyzing
Instructional Effectiveness
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Were the Content Mastery tasks
examined prior to instruction and
administration?
Was the teacher knowledgeable
about what mastery should look
like?
Has the expected response been
modeled for the students?
Was there opportunity for
approximate steps of mastery
prior to content mastery being
administered?
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Other Considerations
Content Mastery can provide data
regarding other considerations that
may include:
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Needs of specific
populations
Student motivation
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Patterns of
Attendance
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Parent Support
Needs of specific
class periods
(time of day/composition)
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Needs of specific
levels (A-F)
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Points to Ponder When Analyzing
Other Considerations
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Are there additional interventions that can
be implemented to support specific
populations?
Are there viable reinforcers that can increase
achievement for specific students?
Can other school personnel impact
attendance for truant students?
How visable/involved is the administration
in the Intensive Reading classes?
22
The Road Map for Data
Driven Instruction
Content Mastery provides a
roadmap by targeting students
who need:
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Re-teaching
Reinforcement
Acceleration
}
To insure mastery
for all students.
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Administering, Recording
and Interpreting
Content Mastery Tasks
24
Administering the Content
Mastery
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The Content Mastery tasks are
incorporated into lessons 5, 9
and 10.
Directions for “how-to”
administer specific tasks are
incorporated in the unit lessons
found throughout the Teacher
Editions for Books A-F.
Students complete the Content
Mastery tasks in their
individual Assessment: Content
Mastery booklets.
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Recording of Content Mastery
Task Scores
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Student scores should be
recorded on the reproducible
Content Mastery Class Roster
in each level Assessment:
Teacher Edition.
Teachers should prepare a
roster for each unit of
instruction.
26
Content Mastery Task
Class Roster
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Interpreting Content
Mastery Results
Content Mastery Tasks for Steps 1-4 require
students to answer multiple
choice and written spelling tasks in:
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Phonemic Awareness and Phonics
Word Recognition and Spelling
Vocabulary and Morphology
Grammar and Usage
28
What is Mastery for Steps
1-4?
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Students who achieve 80%
(4/5 correct or 8/10 correct on individual tasks)
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When students fall below the 80%
mastery level…
● A Prescriptive Teaching Box follows every Content Mastery task
at the point of use in the Teacher Edition.
● These boxes guide teachers to reinforce or reteach based on
performance.
IF…
Then…
Students who score below 80%
Reinforce:
*Word Meanings: Use Sortegories, Unit 9
Categorize It, and Sort It: Word
Meanings, Lesson 6, Step 3
Students who score at or
Below 60%
Reteach:
Word Meanings: Use Word Networks:
Homophones, Unit 9 Lesson 3, Step 3,
and Multiple Meaning Map, Lesson 5
Step 3.
30
Reinforcement or Re-teaching?
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Review and Acceleration appears at the
beginning of every unit for students whose
performance on assessment falls below the
cutoff test scores.
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Students can repeat these activities to
review areas of weaknesses.
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Special Instructional Support provides
activities to customize teaching materials an
provide opportunities for individualized
instruction.
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L! Pacing Guide for
School Year 2006-07
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Interpreting Content Mastery
Steps 5 and 6
Content Mastery Tasks for Steps 5-6
require students to:
• Interpretation types of
questions
• Use content from reading
materials to write short answers
to comprehension questions
33
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Teachers need to be very familiar
with the scoring rubric in order to
shape the students writing as they
progress throughout the unit to
meet the expectations on the
Content Mastery tasks.
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Teachers expectations need to
encompass all previously taught
concepts.
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Scoring on CM Tasks 5-6
The student’s overall score is based
on the average rating of the five
questions
Ideas and Development
Organization
 Voice and Audience Awareness
 Word Choice
 Sentence Fluency
 Written Language Conventions
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Guidelines for Scoring
Writing
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What is Mastery of CM
Tasks 5-6?
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Students should achieve an
average of at least 4.0 (80%) on
open ended questions.
When performance falls below a
score of 4.0, those areas may
need to be re-taught in
subsequent units.
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Fluency Tasks
Teachers need to be knowledgeable of the
fluency expectations for each level of
Language!
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L! Book
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A
B
C
D
E
F
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Grade Level
Target # of
Taught in Curriculum
WCPM
Grade 3
Grade 4
Grade 5
Grade 5
Grade 6
Grade 6-8
120
130
140
145
150
150-180
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Florida Oral Reading
Fluency
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Although the FORF has set
grade level standards, the
leveled LANGUAGE! fluency
expectations may provide a
more realistic number of words
correct per minute for students
who are achieving far below
grade.
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Fluency Tasks
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A wide range of fluency tasks are
incorporated throughout every level.
Book A: letters-to-sounds-to-wordsto-phrase-to-sentence fluency
Book B: passage fluency
A time saving approach to
evaluate progress is to record
students’ performance on a limited
set of results.
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Fluency Task Student
Record Form
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Fluency rates (WCPM) should
be recorded on the
reproducible Fluency Task
Student Record Form in the
Assessment: Teacher Edition
booklet.
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Word Fluency Record
Adobe Acrobat
Document
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Differentiating Fluency Goals
Language! Assessment: Teachers Edition
provides guidance on establishing individual
goals for:
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Students with severe reading
difficulties
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Repeated readings of texts
43
Looking towards
the Differentiated
Classroom
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Planning for the
Differentiated Lesson
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First and foremost realize that a
differentiated classroom doesn’t
happen overnight
Start small—set achievable goals
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Teacher and Students
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Learn new classroom routines
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Use of new materials
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Set new expectations: learning
and behavior
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The FORES Questions
For every
differentiated
lesson the
teacher should
be able to
answer these
five questions:
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F = First, are the materials and
technology available?
O = What is the objective of the
lesson?
R = How does the objective of the
lesson relate to the students’
needs?
E = Do the students know and
understand the expectations of the
lesson?
S = Does the class schedule permit it?
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•Look at a sample lesson
from Book A
•Let’s apply the FORES
questions
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My students are new to
sound counts.
I want to reinforce this
skill before going on. What
can I do?
Teacher
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In your TE manual notice the
blue box labeled “Special
Instructional Support”. It states
that Step 1 (PA and Phonics)
can be supported through the
use of Sortegories Instructional
CD, Unit 1: Sound Count.
Coach
51
Do you have the CD
and the technology
to use it in your
classroom?
Coach
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I have the CD, but I need
to think about how I can
effectively use it in my
classroom.
Teacher
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Coach
GREAT! Let me help you
think it through.
Have your students used
independent literacy
centers before?
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No, I’ve not incorporated
centers into my instructional
plan…however, I am willing to
try if it’ll help the students.
Teacher
55
It might be a good idea to
model the procedure of
“how to use” the material
and technology before you
expect them to function
independently.
Coach
56
How can I do that?
Will it work?
Teacher
57
Sure, it’s easy! You can
begin by hooking your
teacher computer to a
presentation station or
classroom TV. This way the
entire class can become
familiar with the program
and how it works.
Coach
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Perhaps I can work
with my school’s
Tech Specialist if I
need help.
Teacher
59
Most importantly--preview the program to
make sure that it meets
your learning objectives
and it relates to your
students needs and the
desired outcome of your
lesson
Coach
60
Thanks! I’ll preview it
and we’ll talk again
Teacher
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As you preview it, determine
the expectations for the
lesson…both yours and the
students. This will allow you
to determine ahead of time if
the lesson will be a success.
Coach
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Later…..
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Let’s visit the teacher who
decided to try Sortegories in her
class
We’ll find out if she had success
or did she encounter
problems…
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I previewed the skills covered in
Sortegories, Unit 1. It looks great
and meets what I want my students
to learn. I plan to use tiles because
my students like them and I’ll be
able to see if they are getting the
concepts.
Teacher
64
So the last
question is when?
Coach
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Since this was my first attempt I am doing
it as a whole class activity. When my
students learn the routine I can move this
to an independent activity. I have all the
materials and I’m ready to go tomorrow.
Come and assist—so I can improve it for
the next time I do it.
Teacher
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See you tomorrow.
Coach
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After the first trial…
Coach
Teacher
68
WOW! That went great! You
and your students seemed to
enjoy the change of
instructional delivery . I am
sure glad you tried the
projector set up yesterday—
starting with no bulb would
have been a disastrous
situation.
Coach
69
You’re right about that. I’ll
have to practice adjusting
[shortening] the length of my
instructional time. I’m sure my
students and I will get better
and faster.
Teacher
70
As you continue to perfect
the Sortegories activity—
look for other activities in
the Teacher’s Edition that
allows you to keep the
same lesson format, but
modify the delivery
method.
Coach
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Look for activities that
invite group work or
cooperative learning.
Coach
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The purpose of small groups is to reinforce
previously taught concepts.
Relevant examples include:
•Idioms and Expressions of the Day
•Fluency Practice
•Vocabulary activities
•Explore It
•Phrasing
•Handwriting Practice
•Masterpiece Sentences
Coach
73
Remember that the
Planning and Pacing
Guide indicates content
and activities that
teachers can use to
differentiate instruction—
using the following
tools…
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Tools that help teachers implement
differentiated instruction
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Instructional Planning Tool
CD
LANGUAGE! Words for
Teachers
e-Reader CD
Sortegories Interactive CD
Folder Activities
Speaking and Listening to the
English Language kit
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Instructional Planning Tool
CD
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Allows teachers to customize
lesson plans for daily or
weekly differentiated lessons
Permits printing of
Interactive Text pages
For additional practice or
remediation purposes
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LANGUAGE! e-Reader CD
 Read
selections aloud and
highlights each phrase
 Includes Interactive versions
of Instructional Text
 Links to strategic vocabulary
 Allows students to copy and
paste text into notes or
outlines to facilitate writing
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Sortegories Interactive CD
Offers nine interactive activities for each unit
Sound Count
 Sort It
 Morph It
 Build It
 Categorize it
 Relate It
 Grammar Sort
 Analogy Building
 Phrase Building
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General Principles for
Folder Activities
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Manipulatives have been shown to
aid retention and foster learning
Provides students with opportunities
to practice skills and interact with
classmates
Helps to build academic vocabulary
that follow the scope and sequence
of the LANGUAGE! Program
Folder activities are found in Teacher
Resource Guide pp 100-105
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LANGUAGE! Folder Categories
Individual and Partner Friendly
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Alphabetize
Word Sorts
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Phoneme Discrimination
Grammar Sort
Semantic Sort
Syllable Sort
Word and Phrase Sort
Sentence Unscramble
Fill-in-the-Blanks
Tic-Tac-Toe
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Essential Words
Syllable Types
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Teacher Created Folder
Activities
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Masterpiece Sentences: helps
students construct excellent sentences and
strengthens their understanding of
grammar and syntax
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ELL Activities: facilitates opportunities
for students to practice vocabulary
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Sentence Diagramming: allows
students to identify parts of speech
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Multiple Meaning Maps: requires
students to examine word meanings at a
deeper level
81
LANGUAGE! Words for Teachers
Fluency Builder Grid, Word Search and Word
Unscramble
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Step 2: Word Recognition and Spelling Activities
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Unit Vocabulary Words
Essential Words
Words with prefixes and suffixes
Homophones
Words with short or long vowels
Words with blends
Multi-syllable words
Words with nouns, verbs or adjective suffixes
82
LANGUAGE! Words For
Teachers CD
Word Card Generator and Word Study Guide
Step 3: Vocabulary and Morphology Activities
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Sort by noun, verb or adjective suffixes
Sort by prefixes or suffixes
Sort by words with multiple meanings
Open word sorts
Student generated synonym, antonym, rhyme,
definition or picture
Step 4: Grammar and Usage Activities
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Sort by parts of speech
Build sentences by unit grammar concepts
Sort prepositions by time, space or both
Sort comparative and superlatives
Sort regular and irregular verbs
Sort by type of pronoun
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Speaking and Listening to
the English Language
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The primary objective of the 270 activities is to
give the students the tools they need to succeed
in school and life by learning Academic English.
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When spoken and written English are taught
simultaneously, students are able to access the
regular curriculum much faster.
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Speaking and Listening to the English Language
is best used concurrently with LANGUAGE!
although can be used independently.
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Each unit in the TE identifies the concepts being
taught in the ELL unit.
84
Later that month…
You have done a GREAT job teaching your
students about the literacy centers and their
expected behaviors. I have noticed that you
are using literacy centers on a limited basic.
Are you ready to expand their use?
Coach
85
I’m game! What are my
choices of scheduling?
Teacher
86
There are two main choices—dedicating time
daily or weekly. In order to choose, there are
questions you need to ask and answer about
your students. They can help you decide
which is best for you—daily or weekly.
Remember those points to ponder we talked
about earlier such as motivation, attendance
and population? You may need to consider
these factors in addition to your content
mastery scores.
Coach
87
Points to Ponder when
considering differentiated
instruction …..
Motivation: Can your class handle a whole
block of mostly independent tasks? Or would
they do better with a 10-15 minute
differentiated period?
Attendance: If absenteeism is a problem for
the class and if students miss direct instruction
once a week—would they fall too far behind?
Population: If your class contains ESOL
students—do these students’ needs dictate
daily or weekly LANGUAGE! differentiated
activities?
88
Choosing the Differentiated
Instruction Schedule
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Dedicate a day each week
--Mrs. Callis
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Dedicate a time daily
--Mr. Coltrane
89
Why Choose a Dedicated
Day Each Week ?
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Mrs. Callis has opted for dedicated time
each week based on the needs of her
students.
Her students exhibit a need for more
direct instruction rather than
independent learning.
Absenteeism is low.
Students would benefit from more
immediate feedback .
She feels that a dedicated day meets the
needs of her students more readily than
daily differentiated instructional time.
90
Mrs. Callis is ready begin a day
designated for Differentiated Instruction.
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Using the handout: Content Mastery
Task Class Roster for Book A: Unit 2,
Content Mastery task scores, help
Mrs. Callis by highlighting students
who need re-teaching and
reinforcement.
Remember that reinforcement is
60%-80% and re-teaching is >60%
mastery.
91
Classroom Roster form
92
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Based on the results gathered--Mrs.
Callis now transfers the information
on to the Dedicated Day sheet by
inserting names of students beside
specific steps.
This will allow Mrs. Callis to support
these students throughout the week
to prevent failure.
93
Dedicated Day for
differentiation
Participants – please refer to your
packet for this two page handout
94
Sample Literacy Centers that
students rotate through:
 Reading Table
 Computers/Interactive CDs
 Folder Activities
 Independent reading
 Whole group activity
 eReader
 Sortegories
95
Classroom map
96
Utilizing the Content
Mastery and Observation
Sheet
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On the fourth day, Mrs. Callis
reviews her observation sheets
to make sure that she
differentiates instruction for
struggling and excelling
students.
97
Sample Dedicated Day
Schedule
Scenario: Mrs. Callis has set up her groups for
all students to visit 3 stations.
Students who are doing well visit:
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Fluency Activities
Reading Table
Enrichment/Extension Activities
Students who are struggling visit:
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Reinforcement Activities
Reading Table for re-teaching
Fluency Activities
Students self select the centers based on the
number of chairs available. If the chairs are full,
they select another center. (move over)
Students stay approximately 15 minutes at each
center. The following week centers are changed
due to current observation data and variety.
98
Why Choose Dedicated Time
Each Day?
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Mr. Coltraine has chosen the
dedicated time each day based on
the needs of his students.
His students have demonstrated
independent work skills but have
a high absentee rate.
He feels that if he has
differentiated instruction only
one day a week he won’t be able
to keep the students up with their
reading skills.
99
Dedicated Time Each Day
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First or last 10-15 minutes of each
day (only if in 90 minute block)
One group at ‘reading table’ for:
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reinforcement
clarification
re-teaching
re-administering Content Mastery
Other groups at computers, folder
activities, or independent reading
100
Dedicated Time Daily
Lesson Plan
Participants – please refer to your
packet for this handout
101
Summary
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Mr. Coltraine followed the same
sequence of Content Mastery
analysis and observation as
Mrs. Callis.
The classroom set up is similar.
Mr. Coltraine allows
approximately 15 minutes a day
for differentiated instruction in
Literacy Centers.
102
Planning Reinforcement
and Consequences

Just as you plan for academic
tasks, many problems can be
prevented by planning for:
Classroom Logistics
 Behavioral and academic
reinforcement
 Behavioral consequences
 Grading procedures
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103
How can I tell if my
differentiated
instruction is working?
Teacher
104
I’m so glad that you asked that question!
I’ll show you a way for you and your
students to track data that will allow you
to see if your individual students are
making progress and it your class as a
whole is making progress,
Coach
105
I can’t wait!
Teacher
106