Differentiating Instruction

Differentiating Instruction Within the 2 Hour Block Presentation by Lily Pesi, Brittney Wong, & Cristal LockeCurriculum Support Specialists, Regional Center IV, M-DCPS

Agenda 1. What is Differentiated Instruction? 2. Making it Work within the 2 hour block 3. Guided Reading 4. Reading First & The Big 5 2

Differentiated instruction… a deliberate, organized, yet flexible way of proactively adjusting teaching and learning to meet children where they are and help them to achieve maximum growth as learners 3

What should the reading block include? 5 + 3 + ii + iii 4

Reading Priorities 5 3 ii iii + + + 5 Major Components 3 Types of Classroom Assessment Initial Instruction Immediate Intensive Intervention Phonemic Awareness Phonics Fluency Vocabulary Comprehension Screening Diagnosis Progress Monitoring Explicit Systematic Scaffolded Differentiated Print-rich Flexible grouping Accommodations Universal Design 5

Goal of Differentiated Instruction is maximum growth from a student’s current learning position. • It is a blend of whole-class, smallflexible groups, and individual instruction. • It is marked by a repeated rhythm of whole-class instruction, review, and sharing, followed by opportunity for individual or small group instruction, practice, extension, and production. 6

Teachers in differentiated classrooms… • begin where the students are as determined by assessments. • accept and build upon the premise that learners differ in important ways and that varied rates of instruction along with varied degrees of complexity must be used. • call upon a range of instructional SBRR strategies. (Tomlinson,1999) 7

Model for Student Success Continuous Assessment Instruction Data-Based Instructional Planning 8

Explicit, Systematic Instruction TEACHER Model STUDENT Guided Practice Supported Application Independent Practice 9

Comprehensive Research-Based Reading Plan Language Arts/Reading Instructional Block Teacher Directed Instruction *50 minutes Grade-Level Text CORE Instruction (Houghton Mifflin) *All times are approximate. Process Writing *30 Minutes Structured Independent Reading (Should occur outside of the two-hour block) Transfer and application of what is learned during grade-level and guided reading instruction 10

Using Houghton Mifflin as Core Literature for Teacher- Directed Instruction… “…Your students will not be given ‘the below reading level’ FCAT test. All students in Florida must meet the same high expectations, which demands we give our students the challenge of reading grade-level text. Then, we will leave no child behind. If we don’t we are cheating our students by exposing them (on the day of the test) to something new, we can’t truly expect them to succeed…” (J.D. Cooper) 11

A Comprehensive Literacy Program K-6 • Using one Comprehensive Core Reading Program (CCRP), Houghton Mifflin, to ensure a set scope and sequence of skills does not allow • for teachers to skip and jump through materials • ALL students need the same systematic sequence to ensure they have the basic skills and strategies to succeed in a research-based program. • FIDELITY 12

CHOICES • Teachers must make choices when looking at activities that are based on the needs of their students. The teachers’ editions offer more choices than can be completed… Choose Wisely! 13

Possibilities For Differentiating Instruction Skills/ Strategy Groups Tailored Center Activities Core Instruction Guided Reading 14

Core Instruction K-2 15

Core Instruction 3-6 16

What is Guided Reading? • Differentiated instructional grouping of students based on their needs, ability, and/or interest • Small groups (3-8 students) • Groups change based on assessment and observation • Allows students to apply the skills and strategies from the anthology lessons in text they can read (at their instructional/independent level). • Books become increasingly more challenging as the student progresses and is able to apply skills and strategies independently. • Supports the reader’s development of “Good Reader Strategies” • Allows the learner to problem solve during reading • Develops comprehension and fluency at the reader’s instructional level ULTIMATE GOAL: Children read INDEPENDENTLY and SILENTLY 17

What Materials are available in your School? Grades 3-5 • Houghton Mifflin theme paperbacks • Houghton Mifflin Phonics Readers (if not previously used with instruction in the CORE block) • A.L.L. Library Books • Previous series leveled books • ANY LEVELED BOOKS Grades K-2 • On My Way Practice Readers • Little Readers • Houghton Mifflin theme paperbacks • Houghton Mifflin Phonics Library (if not previously used with instruction in the CORE block) • A.L.L. Library Books • Previous series leveled books • ANY LEVELED BOOKS www.sunlink.com 18

Outcomes of Guided Reading Students will develop comprehension and fluency as they process a variety of increasingly challenging texts at their instructional level. As a result, students will be able to: • Connect prior knowledge to text • Expand vocabulary • Problem solve strategically • Predict and adjust predictions accordingly while reading • Read for meaning • Apply strategies to different genre and text structures • Read increasingly challenging text fluently and with comprehension 19

Groups are Determined by: Assessment guides placement of students into and out-of groups 20

DIBELS Measure Grades K-5 • Letter Naming Fluency K-1st • Predictor of later reading skills, taps into letter knowledge and rapid naming ability. One-minute timed task. • Initial Sound Fluency K • Taps into emerging phonological awareness with beginning sound identification tasks. Three-minute timed task. • Phoneme Segmentation Fluency K, 1st • Measures a child’s skills in breaking short words into individual phonemes, or sounds. One-minute timed task. • Nonsense Word Fluency K, 1st, & 2nd • Taps into alphabetic principle skills by measuring letter-sound correspondence skills as well as decoding skills. One-minute timed task. • Oral Reading Fluency 1st, 2nd, 3rd, 4th, 5th • Measures a student’s accuracy and speed with connected text. One- minute timed task. 21

D.A.R. • Diagnostic Testing • Used only when students are not making progress in a defined intervention program (outside the 2 hour block) • One-on-One • Used to focus instruction/intervention • Subtests are not given in its entirety if student shows frustration 22

Students are grouped according to their instructional level. • Students are accurately matched to text. • Groups meet regularly for approximately 20 minutes. • Least proficient are seen daily. • Teachers model good reader strategies and provide mini-lessons as needed. • Learners transfer and apply strategies to the text during the two-day cycle as they read independently. • As students progress they are moved to higher levels. How is Guided Reading Taught? 23

Primary Guided ReadingLesson Plan Framework (15-20 Minutes) 24

Intermediate Guided ReadingLesson Plan Framework (15 -20 Minutes) 25

What are Skills Based Strategies? • When considering skill building activities during teacher led groups: • Teacher must model and explain systematically and explicitly • Provide guided practice through direct interaction with students using prompts and immediate feedback • Scaffold instruction that the student can synthesize and apply with teacher guidance 26

Phonological Awareness Rhyme Alliteration Sentence segmentation Syllables Onset and Rime Phonemes Phonics Letter recognition Letter-sound correspondence Onset and Rime Word Study Syllable patterns Morpheme structures Fluency Letter recognition Letter-Sound correspondence High Frequency words Oral Reading Vocabulary Word Identification/ Words in Context Words that Describe/Word Meaning Word categorization/Word Knowledge Word Structure/Word Analysis Comprehension Sentence Structure and Meaning Story Structure Monitoring for Meaning Main Idea/ Summarizing Skills to Support the Five Components of Reading 27

What do we do with the others?DuringGuided Reading… • Engage as well as monitor those other students in meaningful literacy center activities that: • Establishes accountability to encourage students to prevent practicing the same errors • Provide opportunities to practice skills and strategies modeled during whole/small group • Enhance and extend literacy experiences through tailored center activities and or supplementary materials that reinforce what was previously taught explicitly 28

What is a Tailored Center Activity? • Addresses reading deficiency of the student according to the formal assessments • Invites students to independently transfer/apply strategies previously taught and modeled • Allows students to manipulate language in both oral and written form • Engages the students to learn through cooperative grouping • Provides open-ended activities for students that stress skill rather than product 30

Getting Guided Reading Started • Classroom Management • Rules & Consequences • Daily Independent work related to reading and writing • Centers-Listening, Independent Reading, Fluency Practice, Making Words, Writing to Respond to literature, Technology, etc. • Group charts • All Necessary Materials • Teacher’s Manual • Guided Reading Lesson Plan from K-2 or 3-5 Companion • Books for each group • Chart/dry erase board/blackboard for mini-lessons • Strategy posters (Visible to all students) • Writing tools e.g. paper, pencils, etc. • Designate a quiet area where you can observe both your group and the others 31

Patterns of instruction or classroom activity that are used over and over again. • The Keys to implementing any classroom routine for management are: • Teach the routine to your class explicitly • Practice the routine with your class • Give feedback- What went well…What didn’t go well… • Revise and try the routine again Establishing Routines 32

Guided Reading Group Roster___Grade Mrs. Smith January 2006 33

Differentiated Instructional Rotation ModelGuided Reading/ Skills Based/ Tailored Center Activities TLC=Teacher Led Center (skill based or guided reading) IFC=Independent Fluency Center. IWC=Independent Word Center. ILC=Independent Library Center 34

Managing Student Centers in the Classroom • Examples may be: • adjusted to meet the needs of a specific class • rotations may be added • rotations may be deleted • the number of students or teacher groups may be modified, and icons may be replaced, etc. 35

Rotation Wheel – Center Time • Student names are placed in groups on the larger laminated circle. • Clips may be moved as groups change. • Use Velcro to place center icons on the smaller laminated circle. • Turn wheel to rotate centers. 36

Bulletin Board – Center Time • Student pictures are placed in groups using Velcro. • Icons are placed on the right side denoting each rotation. • Student pictures and icons may be moved when student groups or centers change. • Move the red arrow to the right to rotate centers. 37

Flip Board – Center Time • Teacher-led groups are placed vertically and student groups horizontally. • Student names are written on Post-it notes so that they may be moved as needed. • Letters represent centers and are written to the right side. • Yellow poster board strips are flipped behind the white poster board to rotate centers. 38

Pocket Chart – Center Time • Teacher-led groups are placed vertically and student groups horizontally. • Icons are placed to the right denoting center rotations. • The second set of icons is turned over to rotate student centers. • Black arrows point student groups to centers. • The red arrow points to students who are pulled to the teacher-led groups. 39

Suggested Independent Activities during Small Group Instruction • Library Center • Books should include: • Teacher has read to the students • Fit a theme teacher is using • Variety of genre • Appropriately leveled • Center should be comfortable: • Pillows • Beanbags • Shelves (at student’s eye level) • Easily accessible 40

Suggested Independent Activities during Small Group Instruction • Listening/Fluency Center • Commercial cassettes with matching books • Teacher’s voice on tape • Students enjoy hearing their teacher’s voice. • Student’s voice on tape • Have blank tapes on hand so student could read a story into the tape and listen to themselves. 41

Suggested Independent Activities during Small Group Instruction • Writing Center - Stock with: • Various paper (sizes and colors) • Crayons • Markers • Pencils • Write reactions to stories • Favorite characters • Illustrations acceptable in kindergarten • Favorite part • Match word and picture cards (acceptable for pre-primer readers) • Sequencing • Divide paper in 3 sections and have children “write” about what happened 1st, 2nd, or 3rd or beginning, middle, and end. 42

Suggested Independent Activities during Small Group Instruction • Magazines and Newspapers (using headlines) • Cut out pictures of something they are studying • Write about the pictures • Label the pictures • Cut out articles about something they are studying • Predict • Read the articles 43

Suggested Independent Activities during Small Group Instruction • Letters and Sounds – young children learn by using concrete samples • Label small boxes and fill them with objects beginning with the letter • Place objects beginning with letter on table and have them write the letter and draw the objects • Use clay to form letters • Write letter and cover with something appropriate (e.g. cover S with salt or sand) • Make ABC cards using index cards • Cut pictures out of magazines that match letter 44

Suggested Independent Activities during Small Group Instruction • Art Center • Clay to model characters from story • Puppets: make characters from story and role play • Paper bag • Paper plates • Draw characters or setting of story 45

Suggested Independent Activities during Small Group Instruction • Construction Center (younger students) • Build or create settings of story • Blocks • Legos • Label the parts of the setting 46

Suggested Independent Activities during Small Group Instruction • Technology Center • Riverdeep (Destination Reading) • SuccessMaker Enterprise • Accelerated Reader • Fast Forword Language • Get Set to Read (Houghton Mifflin) 47

Suggested Independent Activities during Small Group Instruction • Comprehension Center • Story Structure • Graphic Organizers • CRISS • Binders • Summarizing • Graphic Organizers • CRISS • Binders 48

Classroom Environment Teacher Led Guided Reading Center Technology Center Library Center Fluency Center Comprehension Center Word Center 49

Materials for Guided Reading • Good Reader’s Poster and Bookmarks • Chalkboards or White Marker Boards • Appropriate text at students’ instructional level • Variety of genre • Leveled readers • Classroom Management System • Display boards, charts, posters • Independent activities from Houghton Mifflin • Accountability System • Notebook or Clipboard 50

Differentiating Instruction