Transcript Differentiating Instruction: Planning with the K/1 Team Sharon Walpole Michael C. McKenna University of Delaware University of Virginia.

Differentiating Instruction:
Planning with the K/1 Team
Sharon Walpole
Michael C. McKenna
University of Delaware University of Virginia
Today’s Goals
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Review basic goals and structures for
differentiated instruction in kindergarten
and first grade
Consider two examples of three-week
plans
Commit to support for teachers to plan and
implement differentiated instruction
Differentiated Instruction
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Planning instruction based on what data reveal
about individual needs
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Review previously taught items, or even items from
previous years
Extend instruction to concepts not yet covered or
apply it in new contexts
Tier 2 Instruction -- during the reading block -designed to reduce the need for intensive
intervention and to include the needs of our
strongest readers
Back in School . . .
Create a complete plan for three weeks of
differentiated instruction in a kindergarten
or first grade
Model or co-teach to see your plan in action
Bring back differentiation lessons to share
Florida RF Considered this Topic
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Outcomes in the first two years were weak
Observations indicated that teachers were
using a “guided reading” model to work
with small groups
Choose a text that is at instructional level
 Introduce it
 Support children while they read and discuss
it
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Guided Reading doesn’t work
for all!
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Some children need more targeted skills
work
Some children need more attention to
letter names, letter sounds, and phonemic
awareness
Leveled texts don’t always target
phonemic decoding
Two Possible Lesson Formats

Guided Reading
Children in this group
need continued work
with fluency and
comprehension.

Skills-Focused lesson
Children in this group
need additional work
with phonemic
awareness and word
recognition
Read all about it in Florida!
http://www.fcrr.org/
Differentiated Reading Instruction:
Small-group Alternative Lesson Formats
How can we include differentiated
instruction when we are using a
core program?
The core provides a scope
and sequence and many
resources. It cannot, however,
anticipate the needs of all
children. Some have skills
behind what the core
demands; some are ahead.
Ways to Differentiate

Use core-specific or informal assessments
to determine individual needs
Use activities or materials provided in your
core program to meet individual needs
 Use research-based strategies, either with
core materials or additional materials, to
address individual needs; consult with your
coach and with your grade-level team to
design instruction together

Some GARF Assumptions
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We approach Reading First by using the
Cognitive Model to guide our thinking about
contributors to reading comprehension
Our data indicate that students in the same
classroom have diverse needs
We strive for all children to have targeted,
needs-based instruction during the GARF block
We encourage the use of informal phonics and
spelling assessments to guide our instruction
Quic kT ime™ and a
T IFF (Uncompress ed) decompress or
are needed to s ee this pi cture.
Our architects have
worked out a plan for
differentiated
instruction that is
reasonable for
teachers in GARF.
Step One: Gather your resources
1.
Find and examine the scope and sequence of
instruction in your core and supplementary materials
for phonics skills, high-frequency words, oral
vocabulary, and comprehension strategies.
1.
Locate and organize any informal achievement or
placement tests that are associated with your
materials.
2.
Locate and organize any informal assessments
provided in the professional books that your grade
level is reading.
Step Two: Consider your children’s needs
1.
2.
3.
4.
Review the most recent grade-level data and
determine whether additional informal data are
needed.
Choose two areas to target for differentiation in a
given session (e.g., phonemic awareness and phonics,
phonics and fluency, fluency and comprehension,
comprehension and vocabulary).
Choose differentiation strategies in those areas.
Gather or make materials for three weeks’ needsbased instruction.
Step Three: Try it out!
1.
2.
Pilot your plan for three weeks.
Gather to evaluate and fine-tune,
considering the changing needs of
children and teachers.
Coaches’ Corner
Has anyone had an especially positive
experience integrating differentiated
instruction into the core plan?
What were your secrets?
Walpole, S., & McKenna, M.C. (2007).
Differentiated reading instruction:
Strategies for the primary grades. New
York: Guilford Press.
We will use a jigsaw format to
read and discuss the chapters
on differentiated instruction for
kindergarten and first grade.
Jigsaw Plan
Organize into groups of four
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2 to read about kindergarten (Chapter 8)
2 to read about first grade (Chapter 9)
After you’ve read the chapter, please use
the graphic organizer to take notes in
these areas:
1.
2.
3.
Organization of Time, Materials and Activities
Assessments for Placement and Monitoring
Focus and Planning for Differentiated Instruction
Now Share Across K and 1
Within each group, discuss common trends
across grades and also individual
characteristics that vary by grade level.
Synthesize your understanding and
consider changes that you might make in
your school.
Back in School . . .
Create a complete plan for three weeks of
differentiated instruction in a kindergarten
or first grade
Model or co-teach to see your plan in action
Bring back differentiation lessons to share
with us
References
Walpole, S., & McKenna, M.C. (2007).
Differentiated reading instruction: Strategies for
the primary grades. New York: Guilford Press.
Kosanovich, M., Ladinsky, K., & Torgesen, J. (no
date). Differentiated reading instruction: Small
group alternative lesson formats for all students.
Retrieved January 26, 2007, from
http://www.fcrr.org