Transcript Planning Differentiated Instruction Sharon Walpole

Planning
Differentiated
Instruction
Sharon Walpole
University of Delaware
Michael C. McKenna
University of Virginia
RAND Model of reading
Reading comprehension is
our goal. It involves
extraction of ideas from
text and construction of
ideas in the head of the
reader. It is influenced by
characteristics of the
reader, the text, the
activity, and the context in
which it happens.
http://www.rand.org/multi/achievementforall/reading/readreport.html
Stage models of reading
Oral Language
Fluency
Alphabet
Knowledge
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.
Start thinking . . .
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If you were trapped on a desert island until
you could come up with an ideal reading
program for your school, what would it
include?
To what extent does your current program
include these things?
If there are missing elements, why don’t
you think the designers included them?
Overview
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Define differentiation
Describe instructional tiers
Propose instructional diets and groupings
Introduce a planning process
“At its most basic level, differentiation consists of the
efforts of teachers to respond to variance among
learners in the classroom. Whenever a teacher
reaches out to an individual or small group to vary
his or her teaching in order to create the best
learning experience possible, that teacher is
differentiating instruction.”
Carol Ann Tomlinson, Differentiation of Instruction in the
Elementary Grades. ERIC Digest.
http://www.ericdigests.org/2001-2/elementary.html
Defining Differentiation
(adapted from Tomlinson)
Content
What a student needs to learn
Process
Activities and instruction to
accomplish that learning
Product
Evidence to demonstrate that
learning
Learning
Environment
Procedures and opportunities for
support and collaboration
Let’s think it through
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You’ve read aloud a piece of children’s
literature to develop vocabulary and
comprehension.
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How could you differentiate for students on or
above grade level, just below grade level, and
well below grade level?
Would you choose to differentiate content,
process, product, and/or learning environment?
Why?
Let’s think it through
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Make it more complex. You have a class of 20
students and a well-designed core reading
program. Your goal is to develop at least gradelevel competence in decoding, fluency, and
comprehension.
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How could you differentiate for students on or above
grade level, just below grade level, and well below grade
level?
Would you choose to differentiate content, process,
product, and/or learning environment? Why?
Researchers have long tried to
focus differentiation for reading
“Balanced reading” was a critical concept in literacy
history. It curricularized differentiation as one part
of reading instruction. Teachers read aloud from
children’s literature, engaged in shared reading
from big books and posters, formed flexible
groups for guided reading of little books and
leveled books, and finally provided time for
independent reading from a wide range of
materials.
Guided reading …
“takes advantage of social support and allows the
teacher to operate efficiently, to work with the
tension between ease and challenge that is
necessary to support readers’ moving forward in
their learning.” (p. 6)
Fountas, I. C., & Pinnell, G. S. (1996). Guided
reading: Good first teaching for all children.
Portsmouth, NH: Heinemann.
Defining Differentiation
(Fountas and Pinnell)
Planning Form groups based on fluency.
Choose a text for each group.
Before
Reading
Introduce the text.
Conduct a picture walk to develop comprehension.
During
Reading
Listen and take notes about strategy use.
Discuss the story.
Confirm and support problem-solving for words.
After
Reading
Discuss, respond to the story.
Assess understanding.
Let’s think it through
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You have first graders, 12 of whom have been
identified as at-risk in the area of decoding by your
screening assessment.
 How would a guided reading format support their
development?
 What would you gain by planning guided reading for
all of them?
 What would you lose by planning guided reading for
all of them?
This text was dedicated
specifically to coaches
and teachers in
Georgia. It is derived
from challenges and
lessons in
implementing Reading
First.
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.
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/materials/3tier_letter.asp)
Sharon Vaughn
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 that
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.
In Georgia Reading First
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All students should have access to both
Tier I and Tier II instruction during the 135minute block
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Our ideal is that all students have small-group
differentiated instruction every day
Tier III instruction (Intensive Intervention)
occurs outside the block and is reserved for
those students for whom Tiers I and II are
not working
Do children come in tiers, too?
Think about last year’s instruction.
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How well did your strongest students do?
How well did your middle group do?
How well did your struggling students do?
It may be hard to accept, but the results
you’re getting are the results you’re
supposed to be getting. In other words,
whatever you are doing right now is
bringing you the results you are getting
right now . . . Change what you are doing
and you can change your results. Pretty
simple really.
Vitale, J. (2006). Life's missing instruction manual :
The guidebook you should have been given at birth.
Hoboken, NJ: John Wiley and Sons.
I define insanity as doing the same
thing over and over and expecting to
get different results.
– Einstein
Our state-level data indicate that
we are not yet meeting the needs of
all students; our school visits
indicate that differentiated
instruction is not yet fully realized.
Setting the stage for
differentiation
requires careful
analysis of the core.
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,
using both core selections and 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 wholegroup and practice in small-group time.
We can introduce word recognition concepts
during whole-group time, but we will likely
achieve mastery only during small-group
time.
What do we have to do to
accomplish this?
Make more time for small groups.
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Literacy coaches and grade-level teams
must determine exactly how to use the core
program
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Sort core instructional components from
extension and enrichment activities
Moderate and control instructional pacing so that
early introductions and reviews are fast
What do we have to do to
accomplish this?
Make a very simple centers
rotation.
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Look for materials already in the core.
Consider daily paired readings and rereadings.
Consider a daily activity linked directly to your read-aloud.
Your children can write in response to that text every day.
Make your centers coherent! They are not babysitting
stations but tools to reinforce and extend what you teach.
Consider a daily activity linked directly to your small-group
instruction. Your children can practice the things you’ve
introduced.
What do we have to do to
accomplish this?
Considerations for K Centers
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Strategic and intensive children are
struggling with LNF
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Computer station?
Letters for distributed practice at home?
Only half the children are established
with ISF. Only 5 children are low risk for
PSF
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Picture sorts
Pictures to say and spell
Considerations for 1st-grade Centers
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Fluency:
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Phonics:
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Paired rereading of old stories
Paired reading of additional texts (benchmark)
Picture sorts, word sorts
Spelling for sounds
Vocabulary/Comprehension:
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Listening station
Considerations for 2nd-grade
Centers
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Fluency:
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Phonics:
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Assisted fluency work for intensive
Paired rereading of old stories for strategic
Paired reading of additional texts for benchmark
First grade materials?
Intervention materials?
Practice with core vocabulary
Vocabulary/Comprehension:
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Listening station with retelling sheet (intensive)
Leveled books and expository texts with retelling sheets
(strategic and benchmark)
Considerations for 3rd-grade Centers
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Fluency:
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Phonics:
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Assisted fluency work for intensive
Paired rereading of old stories for strategic
Paired reading of additional texts for benchmark
First grade materials?
Intervention materials?
Practice with core vocabulary
Vocabulary/Comprehension:
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Listening station with retelling sheet (intensive)
Leveled books and expository texts with retelling sheets
(strategic and benchmark)
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.
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Remember that time is a resource!
Make a daily or weekly schedule for
instruction at each grade level.
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The more collaborative it is, the better.
The more specific it is, the better.
The more time you reserve for small-group
instruction, the better.
The more specific you are about the texts for
read-alouds, the better.
Where’s the teacher?
Whole class, grade level reading instruction
Needs-based instruction
Practice with vocabulary Practice with decoding and
with teacher
and comprehension
fluency
Practice with vocabulary Needs-based instruction
Practice with vocabulary
and comprehension
with teacher
and comprehension
Practice with decoding and Practice with decoding and Needs-based instruction
fluency
fluency
with teacher
Whole class, grade level writing instruction
– Walpole & McKenna, The Literacy Coach’s Handbook
A Basic Template
Whole-Group Instruction
Needs-based
Center
Center
Center or
Intervention
Needs-based
Center
Center
Needs-based
Center
Whole-Group Instruction
For First Grade, perhaps
Whole-Group Instruction
Vocabulary & Comprehension with Core/Read-Aloud
Core
Phonics/Fluency
Intervention
Comprehension
Center
Comprehension
Center
Core
Fluency Center
Fluency Center
Comprehension
Center
PA/Phonics/Fluency
PA/Phonics/Fluency
Core
PA/Phonics/Fluency
Whole-Group Instruction: WR and Fluency with Core/Shared Reading
Gather your instructional resources.
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Summarize, in list form, the scope and
sequence of instruction at each grade level.
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What order for letter names?
What order for letter sounds?
What order for letter patterns?
What order for high-frequency words?
What order for comprehension skills and
strategies?
Gather your instructional resources.
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Examine ALL assessments that are designed as
part of your core; they would be useful to test the
extent to which your children are keeping pace
with the pace of the core.
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Make decisions about exactly which assessments to use,
for which children, and when.
Make decisions about exactly which assessments to omit
and why.
Gather your instructional resources.
Once you know what assessments you have
in your core, gather others together from
your professional books; we proposed a
checklist
Walpole, S., & McKenna, M. C. (2006). The role of informal
reading inventories in assessing word recognition. The
Reading Teacher, 59, 592-594.
Make an assessment toolkit.
For phonemic awareness
 A test of phonological awareness levels
(e.g., syllable, onset-rime, phoneme)
 A test of phoneme segmentation
Make an assessment toolkit.
Alphabetic principle
 Letter name inventory
 Letter sound inventory
 Phonics inventory
 Pseudoword decoding test
 Spelling inventory
Make an assessment toolkit.
Word recognition
 High-frequency word reading test
 High-frequency word spelling test
 Graded word lists
Make an assessment toolkit.
Fluency
 Set of graded passages
 Norms for reading rate
 Prosody rubric
Monitor Student Progress:
Words Correct per Minute
Grade
Spring Benchmarks
Rasinski
(2003)
DIBELS
ORF
GPS
Hasbrouck & Tindal
(2005)
(50th percentile rank)
1
60
40
60
53
2
94
90
90
89
3
114
110
120
107
4
118
123
5
128
139
6
145
150
7
167
150
8
171
151
Make an assessment toolkit.
Comprehension
 Retelling rubrics for narratives and
information texts
 Passages with comprehension questions
Consider your children’s needs.
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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.
McKenna, M. C., & Walpole, S. (2005). How well does assessment inform our
reading instruction? The Reading Teacher, 59, 84-86.
Word Recognition
Deficit Revealed by
Screening
Oral Reading
Fluency
Next Steps …
•Screen in phonics
•If there is a problem in phonics, do not
group for fluency
•Screen for sight vocabulary
•If there is a problem with sight
vocabulary, do not group for fluency
•If phonics and sight vocabulary are
adequate, provide needs-based fluency
instruction.
Walpole & McKenna, 2007, p. 27
Word Recognition, continued
Deficit Revealed by
Screening
Next Steps …
Sight Vocabulary
• Screen in phonics
• Plan needs-based sight word instruction
based on words inventoried
Phonics
• Screen in phonological awareness
• If there is a problem in phonological
awareness, do not group for phonics.
• Give phonics inventory to determine
specific deficits
• Provide targeted phonics instruction
Phonological
Awareness
• Give a phonological awareness
inventory
• Use the inventory to determine level of
awareness
• Provide instruction designed to bring
student to next level.
Sample Cases Involving
Word Recognition
Let’s look at some cases that illustrate the
Cognitive Model in the area of word
recognition.
Don’t make them too complicated! They
are simply intended to lead you quickly
through the process of determining a
child’s instructional needs.
Case 1: Adam
Beginning grade 2
Fall ORF is strategic
Model suggests you screen in phonics
Fall NWF is strategic
Fry Inventory: Adam knows nearly all
What additional assessment/s should
be administered?
What should be the instructional focus?
Case 2: Eve
Beginning grade 2
Fall ORF is intensive
Model suggests you screen in phonics
Fall NWF is benchmark
Fry Inventory: Eve knows about half
What should be the instructional focus?
What additional assessment/s should
be administered?
Case 3: Ryan
Beginning grade 2
Fall ORF is strategic
Model suggests you screen in phonics
Fall NWF is intensive
Fry Inventory: Ryan knows only 100
What additional assessment/s should
be administered?
What should be the instructional focus?
Case 4: Peg
Beginning grade 2
Fall ORF is Strategic
Model suggests you screen in phonics
Fall NWF is Benchmark
Fry Inventory: Peg knows nearly all 300
What should be the instructional focus?
What additional assessment/s should
be administered?
Case 5: Latrelle
Beginning grade 1
Fry Inventory: Latrelle knows only 3
Fall NWF is Benchmark
Do you need to consider PA results?
What should be the instructional focus?
What additional assessment/s should
be administered?
Case 6: Demetrius
Beginning grade 1
Fry Inventory: Demetrius knows 100
Fall NWF is Intensive
Fall PSF is Benchmark
What should be the instructional focus?
What additional assessment/s should
be administered?
Case 7: Pam
Beginning grade 1
Fry Inventory: Pam knows 200
Fall NWF is Intensive
Fall PSF is Strategic
What should be the instructional focus?
What additional assessment/s should
be administered?
Case 8: Jeff
Beginning grade 1
Fry Inventory: Jeff knows 150
Fall NWF is Benchmark
Fall PSF is Intensive
Is this really possible since PA is
required for phonics learning?
What would you do?
Consider your children’s needs.
Make instructional groups.
 Differentiated groups will not be of equal
size – they will have similar needs.
 Your benchmark children may constitute
one group.
 Make additional groups with similar needs,
based on your new data.
Consider your children’s needs.
Using the Cognitive Model of Reading
Instruction (McKenna & Stahl, 2003),
choose your focus for each group:
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Phonemic awareness and phonics
Phonics and fluency
Fluency and comprehension
Vocabulary and comprehension
Phonemic awareness and word
recognition.
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These children still need to work on learning letter
names and sounds, and they are not yet able to
segment phonemes automatically.
They will work on coordinated activities to
manipulate phonemes, learn new letters and
sounds and review letters previously taught.
They will work with letters and words during smallgroup time.
Word recognition and fluency
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These children still need to work on decoding,
but they can segment and blend phonemes to
read some words.
They will work on coordinated activities to learn
new letter patterns and review patterns
previously taught.
They will work with words and with phonicfocused texts during small-group time.
Fluency and comprehension
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These children have relatively few decoding
problems, but they lack automaticity.
They will work in a repeated 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.
Vocabulary and comprehension
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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.
Consider your children’s needs.
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Choose instructional strategies from the
scientific literature in each of the two target
areas for each group.
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These strategies should be simple to implement
repetitively.
These strategies should be adequate to use for
daily instruction for three weeks.
Consider your children’s needs.
Plan three week’s instruction for each of your
groups.
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Gather manipulatives.
Make word lists.
Select texts.
Try it out!
If you are going to differentiate, you have to be
flexible.
 Make a plan and give it time to unfold.
 Evaluate your own implementation of the plan.
 Evaluate the effectiveness of the plan in
addressing the needs of each child in each
group.
 Start again for another three weeks!
The Big Picture
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It is essential to keep the big picture in
mind as you plan for small groups.
The following slides show how small-group
planning is nested within your overall
planning for the block.
These examples come from Differentiated
Reading Instruction.
Walpole & McKenna (2007). Differentiated reading instruction: Strategies for the
primary grades. New York: Guilford.
Walpole & McKenna (2007). Differentiated reading instruction: Strategies for the
primary grades. New York: Guilford.
Walpole & McKenna (2007). Differentiated reading instruction: Strategies for the
primary grades. New York: Guilford.
Our goal
We have designed this year’s professional
development plan so that coaches work
with teachers to increase the effectiveness
of differentiated instruction.
We will provide you guidance and activities;
you need to make time for planning and
implementing these small groups.
References
Fountas, I. C., & Pinnell, G. S. (1996). Guided reading: Good first teaching
for all children. Portsmouth, NH: Heinemann.
McKenna, M. C., & Stahl, S. A. (2003). Assessment for reading instruction.
New York: Guilford.
McKenna, M. C., & Walpole, S. (2005). How well does assessment inform our
reading instruction? The Reading Teacher, 59, 84-86.
RAND Reading Study Group. (2002). Reading for understanding: Toward an
R&D program in reading comprehension. Santa Monica CA: RAND.
(Downloadable at http://www.rand.org/pubs/monograph_reports/MR1465/)
Tomlinson, C. A. (2004). The differentiated classroom: Responding to the
needs of all learners. Alexandria, VA: ASCD.
Tomlinson, C. A. (2001-02). Differentiation of instruction in the elementary
grades. ERIC Digest. (http://www.ericdigests.org/2001-2/elementary.html)
Vitale, J. (2006). Life's missing instruction manual : The guidebook you
should have been given at birth. Hoboken, NJ: John Wiley and Sons.
Walpole, S., & McKenna, M. C. (2007). Differentiated reading instruction:
Strategies for the primary grades. New York: Guilford.
Walpole, S., & McKenna, M. C. (2006). The role of informal reading
inventories in assessing word recognition. The Reading Teacher, 59, 592594.