Differentiation for LEP Students

1. Differentiation for LEP Students May 21, 2014

2. Getting Started with Connie Rogers STAR3 Facilitator WSFCS

5. http://www.online-stopwatch.com/dynamite-timer/full-screen/

6. The Predictive Power of Mindset FIXED GROWTH • Success comes from being smart • Genetics, environment determine what we can do • Some kids are smart—some aren’t • Teachers can’t override students’ profiles • Success comes from effort • •With hard work, most students can do most things • •Teachers can override students’ profiles • •A key role of the teacher is to set high goals, provide high support, ensure student focus—to find the thing that makes school work for a student

7. Know your kids!!!

8. HOW???????? • Talk at the door • Give interest surveys • Use formative assessments • Use small group instruction • Use dialogue journals • Have student conferences • Host open room days • Ask for student input • Take notes while kids work • Use Sticky Notes • Use notebooks • Listen • Seek varied perspectives • Start or stop class with kid talk • Go to student events • Watch before & after school, & at lunch • Keep student data cards • Take notes during class • Attend extracurricular activities • Ask parents • Ask students what’s working for them (& what’s not)

13. https://www.teachingchannel.org/videos/teacher-student-relationship?fd=1#https://www.teachingchannel.org/videos/teacher-student-relationship?fd=1#

14. Responsive Teaching… Who we teach What we teach Where we teach How we teach IT TAKES ALL THE PARTS

16. Pre-Assessment!!!

17. Differentiation is not a set of strategies, but rather a way of thinking about teaching & learning.

18. Four main elements To modify in Response to Variations among students Product Content Learning Environment Process

19. Content Teachers must ensure that ALL students have meaningful access to the content. Therefore, teachers do not vary from what they teach as to how students encounter the information. • Different graphic organizers • Manipulatives • Role playing • Taped passages of text • Leveled texts • Native language texts

20. Process How a student makes sense of, or comes to understand the information, the ideas, and skills that are at the heart of a lesson. Class activity Homework assignment Learning center Research What the students DO

21. Product Assessments or demonstrations of what students have come to know, understand, and be able to do as a result of the learning. It is the child’s opportunity to show what they have learned. (major assessment) • APT • Projects • Authentic assessments • Problem based inquiries • Exhibitions • Portfolios

22. Learning Environment Both the operation and the tone of a classroom. It is the “weather” that affects virtually everything that transpires in a classroom. • Rules • Procedures • Balances seriousness about learning with celebration of success • Mutual respect

23. Differentiation

25. The Role of Pre-Assessment in Differentiation Pre-assessment is especially critical to be able to determine the student's level of readiness to proceed with the new unit of study. • These three questions should guide every lesson: • Planning: What do I want students to know and/or to be able to do? • Pre-assessment: Who already knows the information and/or can do it? • Differentiation: What can I do for them so they can make continuous progress and extend their learning?

26. Pre-Assessment(Finding out) • Pre-test • Graphing for Greatness • Inventory KWL • Checklist • Observation • Self-evaluation • Questioning • Graphic organizers

29. Time to Plan the Learning Event • All tasks must attend to the same learning goals • All tasks must be equally engaging • Provide enough challenge to stretch all students

30. Low Prep Strategies for Differentiation

31. Remember….. Differentiation is seldom about different outcomes for different kids. It’s about different ways to get kids where they need to go.

32. Small group instruction and or flexible grouping can be a powerful way to differentiate!

33. NO MORE X X X Buzzards Wombats Blue Jays

34. Writing Group 1 • Meet with teacher • Brainstorm for hot topics • Web ideas for possible inclusion • Develop a word bank • Storyboard a sequence of ideas • Make support ladders • Begin writing Group 2 • Alone or in pairs, develop a topic • Make a bank of power ideas • Web or storyboard the sequence and support • Meet with teacher to “ratchet” • Begin writing • Paired revision • Paired editing

35. Graphic Organizers – by readiness The class does the same activity, but more guidance is given for those who may need it.

36. Character Map-1 How the character looks: ____________ ____________ ____________ ____________ ____________ ____________ How the character thinks or acts: ____________ ____________ ____________ ____________ ____________ Most important thing to know about the character _______________________ ________________________________ ________________________________

37. Character Map-2 What the character says or does ____________ __________________ __________________ __________________ __________________ __________________ What the character really MEANS to say or do ____________ __________________ __________________ __________________ __________________ The author’s bottom line about this character ________________________________ ________________________________ ________________________________

38. Character Map-3 Clues the author gives us about the character ____________ ____________ ____________ ____________ ____________ ____________ Why the author gives THESE clues : ____________ ____________ ____________ ____________ ____________ The author’s bottom line about this character _______________________ ________________________________ ________________________________

39. Highlighted Text • About 15% of a chapter—e.g. • Introduction • Conclusion • Critical passages • Key graphics • Intended for English language learners • Also helpful for students: • with ADHD • with learning disabilities • who have difficulty making meaning • who are weak readers

40. COMMENTS FOR THOUGHTFUL READERS Try using one of these sentence starters when writing about what you have read. (Try to use a different one than you used last time.) I like the way . . . I was surprised . . . It reminds me of . . . I’m excited I noticed . . . I didn’t expect . . . I’m curious about . . . I’m not sure about . . . It makes me think . . . If I were . . . It seems like . . . I wonder . . . I can’t wait to . . . I enjoy . . . It makes me . . . I don’t understand . . .

41. COMMENTS FOR THOUGHTFUL READERS (Use one of the sentence starters when writing about what you read, Be sure you tell why you feel as you do.) Three ways this story is better than____are… A place the author really grabbed my imagination was . . . I wondered what the author was thinking when . . . Something in the story that sounds like my life is . . . Something in the story that’s absolutely not like my life is . . . The most creative thing in the story is . . . If I could change . . . I understand how a character felt when . . . I had trouble understanding a character when . . . An object that most reminds me of this story is . . . An idea I had whole reading the story is . . . The most important things to remember about this story are . . . I think the author . . . If I could talk to . . . . . in the story, I’d ask….

42. Choices in Writing Prompts Learning Goals: Know – details from Viorst’s Alexander and the Terrible, Horrible, No Good, Very Bad Day Do – Write; refer to textual details in this writing Understand – The descriptions and events in a story help a reader know more about the feelings and choices of a character . Choose one of the following and write your response. Use details from the story that we read. o Compare Alexander’s Terrible, Horrible Day to one of yours. How are they similar and different? o Create a different ending to the Terrible, Horrible Day by changing some of the details of the story. o Pretend you could talk to Alexander the day BEFORE his Terrible, Horrible Day. What advice would you give him to help him make it better?

43. Speaking of Choices…..Consider Think Tac Toe Activities.

44. Think Tac Toe Think-Tac-Toe plays off the familiar childhood game. It is a simple way to give students alternative ways of exploring and expressing key ideas and using key skills. • As with related strategies, it is important that no matter which choices students make, they must grapple with the key ideas and use the keys skills central to the topic or area of study. • In other words, whichever choices the student makes, he/she should be addressing the same KUDs as the others

46. Underground Railroad - The Drinking Gourd and Barefoot - Grade 3 Choose your own assignments! You must choose at least three activities in a tic-tac toe design. Color in each box as you complete each assignment. Have fun!

47. Let’s look a little closer at a couple of strategies

48. Anchor Activities should: • Tasks that students move to automatically after completing assigned work. • Essential to student learning - not just time fillers • Linked to curricular K-U-Ds • Options offered from teacher and/or student generated lists • May be generic or specifically linked to a topic of study • Provide opportunities for all students to use anchor activities • Seldom graded

49. Anchor Activities can be: • used in any subject • whole class assignments • small group or individual assignments • tiered to meet the needs of different • readiness levels • Interdisciplinary for use across content • areas or teams

50. Types of Anchor activities DEAR Time - Silent Reading Journal Writing or Learning Logs Vocabulary Work Math “Problem of the Day” Learning Centre Spelling Practice Portfolio Management Choice Boards (for different content areas)