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Whole Class Design Intervention in mind

Whole Class Design Intervention in mind

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Whole Class Design Intervention in mind

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  1. Whole Class Design Intervention in mind Making the most of literacy assessment Fall DRA spotlight Designing whole class lessons using an intervention approach Sunset Staff Meeting Mini-lessons

  2. A Differentiatedapproach is what the brain Needs • Students don’t arrive as “matched sets.” • Any third grade class will likely have grade 1 and grade 6 readers • Teachers role is not simply to cover material, but rather to maximize student learning One size does not fit all “Differentiation stems from the research-based perspective that students will engage more fully with learning and will learn more robustly when teachers proactively plan with their differences--as well as their similarities—in mind.” Tomlinson et al., 2003

  3. Maximize Whole Group Literacy Lessons Be strategic about what your class MOSTLY needs!

  4. CCSS Being More Strategic with our Time All Many SomeFew Whole group lessons Small group lessons What MANY need can serve as your mini-lesson focus George Sally Javier Martin Jessica Remember: Need an instructional level reading to see what student needs are.

  5. CCSS What Patterns do you See in the class profile sets to influence the whole group lessons? When? What couldthe lessonslook like? All Many SomeFew Whole group lessons Small group lessons What MANY need can serve as your mini-lesson focus George Sally Javier Martin Jessica

  6. Layering intervention in your own classroom Looks like … Differentiation