How do I meet the needs of all my students?

1. How do I meet the needs of all my students?

2. Effective Teacher Research “The teacher’s influence on student achievement scores is twenty times greater than any other variable, including class size and student poverty.” (Fallon, 2003)

3. Targets Understand how to use data to effectively group students. Understand the importance of small group instruction in the core. Purpose Targets Know the importance of a combination of two different types of lesson formats in small groups.. Explore daily schedules and weekly lessons to best meet the needs of ALL students in your class.

5. What is Differentiated Instruction?

6. Definition Continued….. How often and how long?

7. The Problem… • •Experimental research finds that differentiation and intensification improve reading achievement • •Descriptive research finds that teachers usually deliver whole class lessons with few adjustments based on student’s needs Tim Shanahan

8. When is Differentiated Instruction Implemented?

9. Guided Reading/Small Group Instruction is Part of a Comprehensive Reading Program

10. Why small groups?

11. GL 1st grader SR 1st grader HR 1st grader GL 2nd grader SR 2nd grader HR 2nd grader HR 2nd grader Content to Cover to Reach/Maintain Grade Level Performance

12. Core Instruction

13. Use Data to Decide if the CORE is solid.

14. Four Box Method Review

15. Core Instruction

16. Supplemental

17. Intensive

18. not the right match …

19. Sample Flexible Daily Schedule • 8:05-8:30 Whole Class • 8:35-8:55 Small Groups • 9:00- 9:15 Whole Class Lesson • 9:20-9:40 Small Groups • 9:45- 10:05 Small Groups • 10:10-10:30 Whole Class Lesson

20. How does differentiation work? Size Frequency Format/Organization Focus

21. Two different lesson formats

22. Limitations of the Guided Reading Lesson Format

23. Skills-focused Lessons

24. Limitations of Skill-focused Lessons

25. Can a combination of both lesson types be done in a single day?

26. Research Findings by:Joseph Torgesen

27. Does the delivery of my instruction matter?

28. TEACHER RESPONSIBILITY “I do it.” Focus Lesson (Modeling) Guided Instruction “We do it.” “You do it together.” Collaborative Independent “You do it alone.” STUDENT RESPONSIBILITY Structured Teaching

29. What do we teach during these small groups?

30. Four Box Method Review

31. What materials can we use to teach small groups?

32. Using Data to Group Kids • What data do you already have? • What are your needs?

33. Ways to group students

34. Quick Quiz

35. What’s everyone else doing while I’m working with a small group?

36. Your classroom during small group time. • Teacher-Directed Group • Student-Directed Group • Student-Directed Literacy CentersorWork StationsorIndependent /Partner Activities

37. Student-directed Options(Background Groups) • Centers • Stations • Independent Work • Daily 5 • Combination

38. Considerations for background groups

39. How do I organize my independent students?

40. What are some independent activities that foster real practice of previously taught skills?

41. Last minute thoughts…. 1. Start small 2. Fexible 3. Classroom arrangement 4. Communicate with parents 5. Share successes 6. Volunteers Align with core, supplemental, intensive

42. Resources • Books - Literacy Work Stations: Making Centers Work by Debbie Diller (primary grades) -Practice with Purpose: Literacy Work Stations for Grades 3-6 by Debbie Diller -Teaching for Comprehending and Fluency by Fountas and Pinnell (K-8) -Making the Most of Small Groups: Differentiation for All by Debbie Diller

43. Resources Continued….. • Guided Reading: Good First Teaching for All Students by Fountas and Pinnell (K-8) • Reading Essentials by Reggie Routman • Small-Group Reading Instruction by Tyner and Green • Pictures were taken from flickr.com and google images.