Transcript Document

Differentiating Instruction
by Implementing & Managing
Student Center Activities in
Grades 4 and 5
Marcia L. Kosanovich, Ph.D.
Teresa Logan, M.S.
Connie Weinstein, M.Ed.
The Florida Center for Reading Research
Florida State University
www.fcrr.org
Just Read, Florida! Leadership Conference
August 5-8, 2007
“We can, whenever and wherever we
choose, successfully teach all children to
read. We already have reams of
research, hundreds of successful
programs, and thousands of effective
schools to show us the way. Whether or
not we do it must finally depend on how
we feel about the fact that we haven’t so
far” (McEwan, 1998).
Objective for Today
• To learn about Student Center Activities
and Professional Development created
at FCRR.
• To learn how to use this resource to
differentiate instruction to increase
student learning.
What I Know About
Differentiated Instruction
K
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What I Know
What I Want to
Know
What I Learned
K-W-L Chart
What I Want to Know About
Differentiated Instruction
K
W
L
What I Know
What I Want to
Know
What I Learned
Characteristics of the Reading Block
• High Quality Instruction
• Minimum of 90 minutes of uninterrupted
instruction
– Whole Group Instruction
– Small Group Instruction and Practice
• Teacher-Led Instruction
– Flexible
– Differentiated
– Homogeneous
• Independent Student Centers
– Differentiated
Reading First Site Visits
(conducted by FCRR)
• Classroom Observations
• Student Data
• Interviews
– Teachers
– Reading Coaches
– Principals
Determination:
To assist teachers in
differentiating instruction
4-5 Project Materials
Three Books and a Professional Development DVD:
1. Advanced Phonics and Fluency Student
Center Activities
2. Vocabulary and Comprehension Student
Center Activities
3. Teacher Resource Guide to accompany
the professional development DVD
Who is this resource for and what
are the expectations?
• Originally created for Florida Teachers and
Coaches
– THREE SETS HAVE BEEN SHIPPED TO
EVERY FLORIDA SCHOOL THAT HAS
GRADES 4 & 5
• Not mandatory
• A free resource
• Also available at www.fcrr.org
Role of the Coach
• If the Student Center Activities are
going to be used, it is expected that the
Reading Coach will provide professional
development for the teachers.
• The Teacher Resource Guide and the
DVD are designed to support this
professional development.
Teacher Resource Guide
• Frequently Asked Questions
• The Five Components of Reading Instruction
• Implementing and Managing Student Centers in
the Classroom
• Interpretation & Implementation of Activity
Plans
• Crosswalk
• Glossary & References
FAQ’s Concerning Reading Centers
(p. 1-4)
1. Why should Student Center Activities be
implemented in fourth and fifth grades?
2. What is differentiated instruction?
3. What is a Reading Center?
4. What are examples of Reading Centers and
Activities?
5. How are these Reading Centers different from
the Centers of the past?
6. Should all five components of reading (even
Phonemic Awareness) be included in fourth
and fifth grade reading instruction?
VIDEO for questions 1 and 2
5:10-10:14
Why should Student Center Activities be
implemented in 4th & 5th grades?
What is differentiated instruction?
What is a Reading Center?
What are examples of Reading Centers and Activities?
Reading Centers of the Past
Reading Centers of Today
were used by teachers to keep
students busy so they could plan or
complete paperwork.
are utilized by teachers to provide
systematic, explicit, small group
instruction that meets the needs of
the students (Teacher-Led Center).
were only for students who finished
their assigned work.
are for all students.
incorporated only theme-based
activities
incorporate activities that reflect
previously taught reading skills.
engaged all students in the same
activities.
engage students in specific activities
that are selected to differentiate
instruction for each student (or a
small group of students).
often included only worksheets.
include hands-on, targeted activities
that reinforce and are aligned with
previously taught skills.
incorporated a lot of non-academic
and trivial projects.
keep students academically engaged
in meaningful activities that reinforce
and extend learning.
The Five Components of
Reading Instruction (p. 5-16)
• For each of the 5 components of reading:
– Definition
– Goal & Purpose
– Research Notes
– Sequence of Student Center Activities (how the
Student Center Activities support reading
growth
– Teacher Tips
– Resources (tools to support foundational
knowledge of the reading process)
Sequence of Activities
Fluency
•
•
•
•
•
Word Parts
Words
Phrases
Chunked Text
Connected Text
Implementing and Managing
Student Centers in the Classroom (p. 17-30)
I. Form Flexible Groups Based on Assessment
II. Identify Appropriate Center Activities Based
on Assessment
III. Design Center Management System
IV. Implement a Behavior Management System
V. Give Explicit Center Directions
VI. Organize the Classroom
VII. Manage Transitions
VIII.Establish Accountability
I. Form Flexible Groups
Based on Assessment (p. 18-25)
• Teacher-Led Groups
– Group size (from 3-8 students)
– Keep high-risk group sizes small (3-5
students)
– Work with each small group differently based
on instructional need as determined by results
of the various reading assessments.
I. Form Flexible Groups
Based on Assessment (p. 18-25)
• Monitor progress of those most at-risk
students more frequently for making
instructional changes to accelerate
learning:
– Size of the small group
– Group members
– Level of explicitness
– Amount of scaffolding
– Length of time for targeted instruction
II. Identify Appropriate Center
Activities (p. 25-26)
• Choose Activities that target each
group’s instructional need.
• Plan with the learning objective in mind,
not the product.
III. Design Center
Management System (p. 26-27)
• Establish time efficient routines and
protect instructional time
– Group Formation
– Activities
– Center location/areas
– Systematic movement of student groups
– Scheduling of center time
III. Design Center
Management System (p. 26-27)
• Center management boards are graphic
organizers that answer Where? When?
and What?
– Large
– Matching words/icons
– Student should know how to read it
independently
IV. Implement Behavior
Management System (p. 28)
• Students need to know
– What to do when something does not work
– What to do when they do not understand
the Activity at a Center
– What to do when they complete an Activity
at a Center
– How to clean up
– How to decide who goes first
IV. Implement Behavior
Management System (p. 28)
• Questions to ask yourself
– Did I introduce too many Centers at once?
– Did I do an effective job explicitly teaching the
activity?
– Have the students mastered the skill and need to
move on?
– Is the activity interesting to the student?
– Do students 3 and 6 work well together?
– Is this Activity to difficult for students to do
independently?
V. Give Explicit Directions (p. 29)
•
•
•
•
Teacher Models and Explains Activity
Teacher Provides Guided Practice
Teacher Provides Supported Application
Students Engage in Independent Practice
VI. Organize the Classroom (p. 29)
• Allows students to
– Easily locate materials
– Focus on academics
– Use Center time productively
VII. Manage Transitions (p. 29)
• Protects and maximizes valuable
instructional time
– Routines
– Expectations
– Use the time instructionally
VIII. Establish Accountability (p. 30)
• Prevents students from making the
same errors
• Provides opportunity for teachers to
instill the importance of quality work
• Conveys the importance of each
academic task
Interpretation of Activity Plans
• Activity Plans
(p. 31-36)
– Used by the teacher to plan and teach an activity
– Sequenced by concept in a logical order within each
component
• Activity Masters
– Used by the students
– May need to be copied
– Can be laminated and stored for future use
• Student Sheets
– Used by students (consumable)
– Need to be copied for each student
Interpretation of Activity Plans
Implementation of Activity Plans
(p. 37-39)
•
•
•
•
Preparing and Organizing Materials
Setting Up Centers
Computer-Based Centers
Selecting Quality Computer Software
and Technology-Based Curricula
Materials
• Materials Needed for all Student Center
Activities
Crosswalk (p. 41-64)
Crosswalks are sorted by
1. Activity Number, Name, and
Subcomponent (this is the primary
Crosswalk and contains all information
p. 42-48)
2. DIBELS (Oral Reading Fluency p. 49-50)
3. Fourth Grade Sunshine State Standards
(p. 51-57)
4. Fifth Grade Sunshine State Standards
(p. 58-64)
Glossary & References (p. 65-77)
Book One
Book Two
What I Learned About
Differentiated Instruction
K
W
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What I Know
What I Want to
Know
What I Learned
Acknowledgements
Just Read, Florida! at the Florida Department of Education
2-3 Development Team at FCRR
Marcia Kosanovich, Ph.D.
Teresa Logan, M.A.
Connie Weinstein, M.Ed.
Kelly Magill, M.S.
Curriculum Review Team at FCRR
Georgia Jordan, M.S.
Michelle Wahl, M.S.
Mary Van Sciver, M.S.
Lila Rissman, M.S.
Elissa Arndt, M.S. CCC
Thank You!
www.fcrr.org