Transcript Differentiated Reading Instruction Sharon Walpole

Differentiated
Reading
Instruction
Sharon Walpole
Michael C. McKenna
Overall Goals:
1. Define our approach to differentiation
2. Place differentiation inside the reading
program
3. Consider targeted, temporary
differentiation
4. Explore how to plan such instruction
5. Commit to improvements
Strategies
We’ll do some theory building
work
We’ll provide models of use of
time in small groups
We’ll direct you to additional
resources
Approaches to Differentiation
By instructional level
By fluency level
By assessed needs
Informal reading inventories
• Traditional basal instruction
• Groups move at same pace
• Groups are all but permanent
• Differentiation is in all areas
• Parallel skill “strands” used
•
Approaches to Differentiation
By instructional level
By fluency level
By assessed needs
Differentiation by leveled books
• Decoding skills not a target
• Fountas & Pinnell
•
Approaches to Differentiation
By instructional level
By fluency level
By assessed needs
• Assess
for differentiation
• Screening + diagnostic
• Groups are temporary
• Groups are flexible
• Target areas of greatest need
• Goal is “upward mobility”
Differentiation is
“instruction that helps [children] accomplish
challenging tasks that are just out of their reach”
“instruction that targets a particular group of
children’s needs directly and temporarily”
“instruction that applies a developmental model”
Walpole, S., & McKenna, M. C. (2007). Differentiated reading instruction:
Strategies for the primary grades. New York: Guilford Press.
Determining Group
Membership
Overall leveled placement
Screening and diagnostic
assessment, such as the DRA assessments in phonological
awareness, phonics, sight
This process ignores the
words, and/or oral reading
specific skill deficits in the
fluency.
areas of phonological
awareness and word
recognition
Diagnostic
Assessment
Running records are used to
analyze oral reading errors
(miscues), a practice that has
been called into question in
light of current views of the
reading process.
The cognitive model of
reading assessment is used to
systematically determine skill
needs on the basis of
developmental stage theories
of reading acquisition.
Stage models of reading
Oral Language
Fluency
Alphabetic
Principle
Phonemic
Awareness
When children are
acquiring literacy –
developing the skills
necessary for reading
comprehension – they
tend to move through
stages in which their
focus is very different.
All along, during each
stage, they are
developing oral
language skills.
Three Cuing Systems
Decoding
Semantic
Context
Syntactic
Context
What is this word?
What information did you use to identify it?
She combed her long brown hair.
Can you still identify the word?
What information did you use this time?
She combed her long brown hair.
In actual reading, information within the
word and information in context are
available simultaneously.
She combed her long brown hair.
Proficient readers use all three cuing systems,
to be sure, but they use context to decide
among multiple meanings. This occurs after
decoding has allowed them to locate the word
in memory.
So what should a teacher do when a child
reads this sentence and hesitates before
the last word?
She combed her long brown hair.
1. Ask the child to predict the word based on
the previous context. or
2. Ask the child to use decoding skills to
determine the word’s pronunciation.
We want to move children to the
point where they decode first and
then use context to select the
intended meaning of a word.
We do not want to encourage
them to predict the word from
context and only “sample” its
letters to the extent needed to
confirm this prediction.
Three Cuing Systems
Decoding
Semantic
Context
Syntactic
Context
Instructional
Focus
Fluency is always the primary
focus.
Fluency is the focus
1. only for grade 1 and
above
2. only if decoding skills are
In guided reading, the teacher
strong.
coordinates reading
In differentiated instruction,
components (comprehension,
the teacher isolates
word recognition, fluency)
reading components to
address deficits
Fluency
Instruction
Fluency techniques do not
proceed from most to least
supportive.
Fluency techniques progress
from most to least
supportive:
1. Echo reading
2. Choral reading
3. Partner reading
4. Whisper reading
Text Types
Predictable books are
preferred for beginning
readers in order to promote
fluency. Such books provide
little basis for decoding
instruction.
Decodable books are
preferred for beginning
readers in order to promote
decoding in context. Such
books provide little basis for
comprehension instruction–so
there is none.
Comprehension
Instruction
Comprehension instruction is
based on texts at fluency
level.
This means that the easiest
texts provide very little basis
for asking reasonable
questions or modeling
strategies, but this practice is
still encouraged.
In the primary grades,
comprehension instruction is
based on small-group readalouds for children who are at
benchmark in word
recognition.
Comprehension instruction is
linked with fluency or
vocabulary but not with word
recognition instruction.
Word Recognition
Instruction
Word recognition needs are
not systematically addressed
during guided reading.
Rather, they are addressed on
an as-needed basis.
Word recognition needs are
identified through the cognitive
model of assessment and are
addressed on this basis.
Measuring
Progress
Running records are used to
determine readiness for the
next text level.
Three-week post-assessment
focuses on areas targeted by
instruction.
The assessment question is
whether a child should move
to a more advanced focus,
remain at current focus, or
move to a more basic focus.
Measuring
Progress
A Basic Template
Whole-Group Instruction
Lowest Group
Center or
Intervention
Center
Center
Middle Group
Center
Center
Center
Highest Group
Whole-Group Instruction
The concept of three tiers of
instruction
The 3-tier model (University of Texas
System/Texas Education Agency,
2005) is a general framework — and
just a framework — for explaining how
any research-based program can be
executed in a school.
(http://www.texasreading.org/utcrla/m
aterials/3tier_letter.asp)
Tier I: Core Classroom
Reading Instruction
1. A core reading program grounded in
scientifically based reading research
2. Benchmark testing of all kindergarten
through third-grade students to
determine instructional needs at least
three times per year (fall, winter, and
spring)
3. Ongoing professional development to
provide teachers with the necessary
tools to ensure every student receives
quality reading instruction
Tier II: Supplemental
Instruction
For some students, core classroom
reading instruction is not enough. Tier
II is designed to meet the needs of
these students by providing them with
additional small-group reading
instruction daily.
Tier III: Instruction for
Intensive Intervention
A small percentage of students require more
support in acquiring vital reading skills than
Tier II instruction can provide. For these
students, Tier III provides instruction that is
more explicit, more intensive, and
specifically designed to meet their individual
needs.
Setting the stage for
differentiation
requires careful
analysis of the
curriculum.
Decide what to teach
when.
We are more likely to achieve
improvements in vocabulary and
comprehension for K and 1st grade
during whole-group read alouds,
both from the core selection and
from children’s literature.
We can introduce and practice
phonemic awareness and phonics
concepts during whole group, but
we’re more likely to achieve mastery
during small-group time.
Decide what to teach
when.
We are more likely to achieve
improvements in fluency and
comprehension in 2nd and 3rd
grade if we introduce them in
whole-group and practice in smallgroup time.
We can introduce word recognition
concepts during whole-group time,
but we will likely achieve mastery
only during small-group time.
Make more time for small
groups.
Literacy coaches and grade-level
teams must determine exactly how
to use the core program
Sort core instructional
components from extension and
enrichment activities
Moderate and control
instructional pacing so that early
introductions and reviews are fast
Make a very simple stations
rotation
 Look for materials already in the core.
 Consider daily paired readings and readings.
 Consider a daily activity linked directly to your
read aloud. Your children can write in response
to that text every day.
 Consider a daily activity linked directly to your
small group instruction. Your children can
practice the things you’ve introduced.
Now you have set the stage
for differentiated reading
instruction
It’s time to plan.
1. Gather your resources
2. Consider your children’s
needs
3. Try it out.
Gather your instructional
resources
Review the state standards and the
scope and sequence in your
instructional materials
Review the state assessments, the
district assessments, and any
assessments that come with your
core; fill in gaps with informal
assessments
Consider your children’s
needs
Given your screening data, you will
know that some portion of children are
likely at benchmark, some are just
below grade level, and some are well
below grade level.
For children at benchmark, you can
decide to focus small-group time on
fluency and comprehension or on
vocabulary and comprehension.
Only the below-grade-level children
need additional assessments.
Consider your children’s
needs
Using the Cognitive Model of
Reading Instruction (McKenna and
Stahl, 2008) choose your focus for
each group:
Phonemic awareness and word
recognition
Word recognition and fluency
Fluency and comprehension
Vocabulary and comprehension
A Stairway to Proficiency
Vocabulary & Comprehension
Fluency and Comprehension
Word Recognition and Fluency
PA and Word Recognition
These Assignments are
Temporary!
Challenging
Explicit
Instruction, not practice
Every item modeled;
Clear instructional talk
Engaged
Every pupil response strategies
Systematic
Repetitive instructional
strategies each day;
New content each day;
Cumulative review each day
We will begin with the
top step and work our
way down.
Vocabulary and
comprehension
 These children are at grade level in the
areas of decoding and fluency
 They will extend what they know into
new texts and new text types; they will
write in response to reading
A Stairway to Proficiency
Vocabulary & Comprehension
Fluency and Comprehension
Word Recognition and Fluency
PA and Word Recognition
Which children
belong in this
group?
Let’s start by
considering their
needs as
instructional
targets.
Two kinds of children receive
differentiated instruction of this
kind.
One kind is performing at
What
are in all decoding areas
benchmark
but is not yet fluent. These
our
children listen to read-aloud
targets
texts.
for
the kind is fluent and can
The other
therefore be expected to read
fourth
the text that will be the basis of
step?
vocabulary and comprehension
instruction.
Now let’s use the
Cognitive Model
to identify them.
Phonological
Awareness
Decoding and
Sight Word
Knowledge
Print
Concepts
Vocabulary
Knowledge
Fluency
in
Context
Automatic
Word
Recognition
Background
Knowledge
Language
Comprehension
Knowledge of
Text and Sentence
Structures
General
Purposes
for Reading
Specific
Purposes
for Reading
Strategic
Knowledge
Knowledge of
Strategies
for Reading
Reading
Comprehension
Let’s translate the model into
a series of guiding questions.
Think about the data you will
need to answer them.
Is the child at benchmark in
oral reading fluency?
Is the child at benchmark in
oral reading fluency?
Yes
Vocabulary and Comprehension
(Children Read)
Is the child at benchmark in
oral reading fluency?
No
Are all or nearly all decoding
skills mastered?
Yes
Vocabulary and Comprehension
(Children Read)
Is the child at benchmark in
oral reading fluency?
Yes
Vocabulary and Comprehension
(Children Read)
Yes
Fluency and Comprehension
No
Are all or nearly all decoding
skills mastered?
Is the child at benchmark in
oral reading fluency?
Yes
Vocabulary and Comprehension
(Children Read)
Yes
Fluency and Comprehension
No
Are all or nearly all decoding
skills mastered?
No
Is the child at benchmark in
decoding?
Is the child at benchmark in
oral reading fluency?
Yes
Vocabulary and Comprehension
(Children Read)
Yes
Fluency and Comprehension
Yes
Vocabulary and Comprehension
(Teacher Reads Aloud)
No
Are all or nearly all decoding
skills mastered?
No
Is the child at benchmark in
decoding?
http://curry.edschool.virginia.edu/reading/projects/garf
Is the child at benchmark in
oral reading fluency?
Yes
Vocabulary and Comprehension
(Children Read)
Yes
Fluency and Comprehension
Yes
Vocabulary and Comprehension
(Teacher Reads Aloud)
No
Are all or nearly all decoding
skills mastered?
No
Is the child at benchmark in
decoding?
The lessons for K-1 and 2-3 are nearly
identical. The difference is that for K-1
the book is read aloud by the teacher,
but for grades 2-3, the children read
on it their own.
How do we
choose books?
• Should represent a balance of fiction
and nonfiction
• Should be challenging but not beyond
the grasp of students.
• Should gradually progress in difficulty.
Harder Texts
Easier Texts
Rotation
among
major text
types
 Does the text connect to other texts or other parts of the
curriculum?
 Is the text likely to be comprehensible given teacher
support?
 Does the text avoid decodable and patterned language?
 Does the text have adequate content to foster
comprehension development?
 Does the text incorporate a limited number of important,
unfamiliar words?
 Does the content relate to state standards for the English
language arts, social studies, or science?
 How many days would it take to finish?
Area
Vocabulary
Comprehension
Planning Suggestions
For fiction, choose from 2 to 4 Tier 2 words, even
though their meanings are unrelated.
For information text, choose the key technical terms
introduced by the author. These terms are naturally
related in “clusters.”
For fiction, focus on story elements. There will also
be opportunities to foster children’s ability to predict,
to monitoring their understanding, to self-question, to
visualize, to make inferences, to use fix-up
strategies, to discern main ideas, to retell, and to
synthesize.
For information text, size up the book, considering
how it is organized. Use text structure as a focus. As
in the case of fiction, there will also be opportunities
to foster inferring, summarizing, and other strategies
that apply to all reading.
Nonfiction





Concept of Definition
Semantic Feature Analysis
Semantic Maps
Diagrams
Concept Sorts
Fiction
 Tier 2 instruction of explicit words
Predicting
Monitoring, Questioning, Repredicting
Visualizing
Inferring
Using Fix-up Strategies
Inferring Main Ideas
Retelling a Story
Synthesizing
Sequential
Topic-Subtopic
Simple Listing
Comparison-Contrast
Problem-Solution
Technique
Signaled hand
responses
Written responses
Location in book
Word cards or list
Share with partner
Description
Sample Teacher
Talk
Ask the children to use a hand gesture
to indicate their response, making
sure they cannot see one another’s
responses.
Ask the children to write down an
answer. It could be only a word but
could be more.
Ask the children to locate a portion of
the text that supports an answer. (Not
useful for all grades.)
Each student is given a list of words or
a set of word cards. These are held up
or pointed to by the students in
response to questions.
Students turn to one another in pairs
and share their responses.
“Make a fist and put it on your
chest. Show me one finger if
you think …”
“On your paper, write the word
yes if you think … or no if you
think …”
“Who can find a sentence that
tells what the girl was
thinking?”
“Point to the word that means
…”
“Tell your partner what you
think …”
Step
Activity
Before
Introduce the book (or review to the point where you left off).
For nonfiction, introduce key technical terms.
Describe the text structure.
Provide a focus for reading (or listening).
During
Read the selection aloud to K-1 children OR
Ask children in grades 2-3 to read in their copies.
For K-1, pause occasionally to make the read-aloud interactive.
After
Review the comprehension strategy.
For nonfiction, review the technical vocabulary.
For fiction, introduce Tier 2 words.
Review the text structure.
Ask questions that prompt children to think and infer.
Step
1
2
3
4
5
6
7
8
What Do You Do?
Use student performance data to formulate (or reformulate) all
groups.
Choose a general focus for the three-week cycle (e.g., dolphins).
Select books for the entire cycle based on comparable difficulty
but varied type.
Choose one book from the set you have selected for a three-week
cycle.
Analyze the book for vocabulary and text structure.
Select a small number of key words and comprehension
strategies.
Consider whether graphic organizers will be useful for teaching
vocabulary and/or text structure.
Decide on instructional approaches that are suited to your goals.
Vocabulary and
Comprehension Group
Every Day
Preteach Vocabulary
3 Minutes
Review
Comprehension
Strategy
1 Minute
Teacher Read-Aloud or
Children Whisper Read
7 Minutes
Comprehension
Discussion
4 Minutes
In this example, you will role-play K or first-grade
students, and I will use a read-aloud format.
PALS
PALS
Vocabulary and
Comprehension Group
Every Day
Preteach Vocabulary
3 Minutes
Review
Comprehension
Strategy
1 Minute
Teacher Read-Aloud or
Children Whisper Read
7 Minutes
Comprehension
Discussion
4 Minutes
Dimension
Targets
o Comprehension strategies and graphic organizers used in
grade-level instruction and then applied to new texts make
instruction for this group coherent with the rest of their day.
o The targeting of concepts in the state curriculum for English
language arts, science, and social studies connects
differentiated instruction to meaningful goals.
o The targets for this group are only vocabulary and
Explicit
comprehension; there is no fluency building necessary.
o The teacher names the focus skill or strategy.
o The teacher models the focus skill or strategy.
Scaffolded o Group size facilitates attention and practice
o The teacher provides extended guided practice, with every
student responding, through discussion and through writing
Systematic o The teacher has a plan for a series of lessons for the group
o The teacher has a plan for progress monitoring
Integrated
Fluency and comprehension
• These children have relatively few decoding
problems, but they lack automaticity
• They will work in a guided reading format;
they may review particularly challenging
words (for their pronunciation or their
meaning) but they will use most of their time
reading and rereading challenging leveled
texts and discussing text meaning
A Stairway to Proficiency
Vocabulary & Comprehension
Fluency and Comprehension
Word Recognition and Fluency
PA and Word Recognition
Which children
belong in this
group?
Let’s start by
considering their
needs as
instructional
targets.
What are
our
targets
for the
second
step?
Children on this step have
achieved general decoding
proficiency.
Some may require attention to
decoding multi-syllabic words.
Most of small-group time will be
devoted to fluency practice.
Comprehension will be fostered
by questions that prompt
inferences and summaries.
Now let’s use the
Cognitive Model
to identify them.
Phonological
Awareness
Decoding and
Sight Word
Knowledge
Print
Concepts
Vocabulary
Knowledge
Fluency
in
Context
Automatic
Word
Recognition
Background
Knowledge
Language
Comprehension
Knowledge of
Text and Sentence
Structures
General
Purposes
for Reading
Specific
Purposes
for Reading
Strategic
Knowledge
Knowledge of
Strategies
for Reading
Reading
Comprehension
Let’s translate the model into
a series of guiding questions.
Think about the data you will
need to answer them.
Is the child at benchmark in
oral reading fluency?
Is the child at benchmark in
oral reading fluency?
Yes
Vocabulary and
Comprehension
(Children Read)
Is the child at benchmark in
oral reading fluency?
No
Are all or nearly all decoding
skills mastered?
Yes
Vocabulary and
Comprehension
(Children Read)
Is the child at benchmark in
oral reading fluency?
Yes
Vocabulary and
Comprehension
(Children Read)
Yes
Fluency and Comprehension
No
Are all or nearly all decoding
skills mastered?
• Select appropriate books.
• Choose instructional approaches.
• Formulate comprehension questions.
• Is the book written at grade level but toward
the upper end of that level?
• Is the book likely to interest the children?
• Does the book contain authentic, natural
prose rather than decodable or patterned
language?
• Does the text incorporate a limited number of
challenging multisyllabic words?
• Can the children complete the book within a
three-week cycle?
Remember: The goal is to build fluency. During
each session, you must plan for both repetition for
the children and support from the teacher.
Most support
Echo The teacher reads a sentence
Reading and the group rereads it aloud.
Choral The teacher leads the entire
Reading group reading aloud in unison.
Least support
Partner Pairs of readers alternate
Reading reading aloud by following a
specific turn-taking procedure.
Whisper Each child reads aloud (but not
Reading in unison) in a quiet voice.
• Should the lesson begin with an activity
devoted to multisyllabic words?
• Should the first reading of the text
segment be done through echo or
choral reading?
• Should the second reading of the text
segment be done through partner or
whisper reading?
• Practice with short segments if students are
•
•
•
•
unfamiliar with the process.
Read one or more entire sentences before
pausing. (Try not to pause within sentences.)
Read enough material that students cannot
rely on memory alone.
Make sure that children finger point as they
read.
Monitor to ensure attention to print and
tracking.
• Keep an eye on the clock and stop after
five minutes.
• Do not pause to ask questions or elicit
input from children.
• Make sure that children finger point as
they read.
• Monitor to ensure attention to print and
tracking.
• Which students should be paired?
• How should partners be changed over
time?
• How shall the partners sit?
• How shall the partners read?
• Assign partners based on compatibility.
• Do not change partners during the
three-week cycle.
• Seat children so that they are next to
their partners at the beginning of the
lesson.
• Use any of the three basic seating
arrangements for partner work.
Face to Face
Love Seat
Side by Side
• Make sure that children understand the procedure,
which includes these rules:
– Take turns.
– Listen and follow along in the book while your
partner reads.
– Be polite if you help your partner.
– Follow the (teacher-made) rule about how much
to read.
– Don’t talk about other things.
– Tell the teacher if there are problems.
• Monitor each pair, offering help as needed.
• Make a rule about how to ask for help.
• Be sensitive to the possibility that
whisper reading may be too hard, and
be ready to use partner reading instead.
• Remind students to attend only to their
own voices.
• Remind students to use whisper voices.
• Monitor one a child at a time.
• Provide pronunciations as needed.
Skill
Prediction
Cause and Effect
Detail
Main Idea
Sample Question
What do you think would have
happened if the hunter hadn’t arrived?
Why did the wolf pretend to be Little Red
Riding Hood’s grandmother?
Why do you think the wolf didn’t eat
Little Red Riding Hood when he met her
in the woods?
How could we tell this story in just a few
sentences?
Choral Response
The beauty of these lessons is that every pupil
response is a built-in feature of the fluency
activities. Each type of reading–echo, choral,
partner, and whisper–requires students to be
actively engaged at all times.
Step
What Do You Do?
1
Use student performance data to formulate (or reformulate) all
groups.
Select books for the entire cycle based on comparable difficulty
and interest.
Choose one book from the set you have selected for a three-week
cycle.
Determine segments for each day’s lesson based on the time they
are likely to require.
For each text segment, write several inferential comprehension
questions.
Based on the proficiency of group members, decide whether to
take one or two minutes to practice multisyllabic decoding.
Based on the proficiency of group members, decide whether the
initial reading of the segment should involve echo or choral
reading.
Decide whether the second reading of the segment should involve
partner of whisper reading.
2
3
4
5
6
7
8
Fluency and
Comprehension Group
Every Day for 3 Weeks
Preteach Difficult
Words
2 Minutes
Choral or Echo Read
New Text Portion
5 Minutes
Partner or Whisper
Read Same Text
Portion
5 Minutes
Summary or Inference
Questions
3 Minutes
Dimension
Targets
o Screening assessments used with all of the children in a class
are used to identify children for this group.
o The targeting of fluency benchmarks reflected in the state
curriculum for English language arts connects differentiated
instruction to meaningful goals.
o The targets for this group are only fluency and
Explicit
comprehension; no word recognition is necessary, with the
possible exception of limited work in multisyllabic words.
o The teacher models fluency during each lesson.
o The teacher specifies procedures for all parts of the lesson.
Scaffolded o Fluency activities proceed from more to less teacher support.
o The teacher provides continuing word recognition support
during all activities.
Systematic o The teacher has a plan for a series of fluency lessons of
similar length and difficulty
o The teacher has a plan for progress monitoring using
established fluency assessment methods.
Integrated