Differentiated Instruction in Reading Units of Study

1. Differentiated Instruction in Reading Units of Study Focus on Fiction Comprehension Jeanne R. Dowdell

2. A Distraught Teacher --Are there times you feel like this? How can we, as teachers, use differentiated instruction without going crazy?

3. Differentiated Instruction • What is differentiated instruction? • Why use differentiated instruction? • Why differentiate instruction in reading? • How do you differentiate instruction to improve reading comprehension?

4. What is differentiated instruction? “A differentiated classroom provides different avenuesto acquiringcontent, to processing or making sense of ideas, and to developingproducts so that each student can learn effectively.” (p. 1, Carol Ann Tomlinson, How to Differentiate Instruction in Mixed-Ability Classrooms, 2001.)

5. Why differentiate instruction? • Since its initial inception, differentiated instruction has been supported by a sizable body of research. * • These research studies conclude that differentiated instruction produces positive affective outcomes for students with: Increased levels of engagement Stronger motivation to learn Deeper understanding & meaningful achievement * See References.

6. Why differentiate instruction in reading? • Improve student reading levels • Better use of comprehension strategies • Increase fluency and recall of text • Develop positive reading attitudes

7. Differentiated Reading Instructionin Action

8. How do you differentiate reading instruction? 1. Know the learner. 2. Determine the unit’s essential questions. 3. Use pre-, during, and post- assessments. 4. Create tiered tasks.

9. 1. Know the Learner • Gardner’s Eight Intelligences • Reading Interest Surveys • Classroom Observations & Reading Logs

10. 1. Know the Learner: Howard Gardner’s Multiple Intelligences • Verbal/Linguistic • Logical/Mathematical • Musical/Rhythmic • Visual/Spatial • Bodily/Kinesthetic • Naturalist • Intrapersonal • Interpersonal • I like to write. • I like to solve problems. • I like to make music. • I like to build or draw. • I like to perform. • I like to investigate. • I like to keep a journal. • I like to work in groups.

11. 1. Know the Learner: Reading Surveys • What kinds of books do you like to read? • How do you choose something to read? • How do you like to read? • Realistic fiction • Fantasy • Historical fiction • Mysteries • Biographies • True facts • I listen to a friend. • I look at the front cover. • I read the first few pages. • If it’s part of a series I like. • I look to see how hard or easy it is. • By myself • With friends or in a group • With kids who read about the same as I do

12. 1. Know the Learner: Classroom Observations & Reading Logs What are your students … • Reading during • independent reading time? • Recording in their Readers’ Notebooks? • Borrowing from your classroom library?

13. 2. Determine the Unit’s Essential Questions What do I want students to understand about fiction? The elements of fiction? Effective strategies to use? Making connections to the text? Themes or “big” ideas from the story?

14. 3. Use Pre-, During, and Post- Assessments Pre-Assessments Response Cards Mystery Masters Squaring Off “During” Sticky Tabs Design Delights Fist of Five Post-Assessments Reflection Lead-ins Authentic Tasks Bus Stop Centers Please see the handout “Pre-, During, and Post Assessment Possibilities” for descriptions of these assessments.

15. 4. Create tiered tasks* * These suggestions are based on Bloom’s Taxonomy although other tiered tasks or questions may be used.

16. A Model Unit: A Year of Miss Agnesby Kirkpatrick Hill It’s 1948 in Alaska. And Miss Agnes is the new teacher in a village where most of the adults and some of the children have had little schooling. How does one teacher change the thinking of an entire community? By introducing her students to the world outside Alaska. By telling them that they can do anything, such as go to college and become scientists, artists, or writers ….

17. A Model Unit: A Year of Miss Agnes 1. Know the Learner Reading Attitude Survey (p. 25, Fiderer, 1995)* Reading Strategies Intermediate Survey (p. 45, Fiderer, 1995)* *Fiderer, 1995. Practical Assessments for Literature-Based Reading Classrooms. See handouts for these surveys.

18. 2. Determine the Unit’s Essential Questions A Model Unit: A Year of Miss Agnes • What personal connections can you make to the text? • What “big ideas” will you understand from the text? • How can fiction help you understand another culture or time in history?

19. A Model Unit: A Year of Miss Agnes 3. Use pre-, during, and post-assessments Pre-Assessment: Mystery Masters • What would it be like to live in Alaska 60+ years ago? • What would be good about being in a one-room class with students of all ages? • How would this type of class help you learn? How would it be harder to learn?

20. A Model Unit: A Year of Miss Agnes • 3. Use pre-, during, and post-assessments • “During” Assessment • 4. Tiered Questions

21. A Model Unit: A Year of Miss Agnes Post Assessments Student Choice Board

22. And finally … Sir Ken Robinson on education, creativity, and multiple intelligences ---- Click on the video to start. Sir Ken Robinsons has published widely on creativity, innovation and culture. His 2001 book, Out of Our Minds: Learning to be Creative (Wiley-Capstone), was described by Director magazine as ‘a truly mind opening analysis of why we don’t get the best out of people at a time of punishing change.’ His lastest book, The Element: How Finding Your Passion Changes Everything, was published in January 2009. Robinson speaks to audiences throughout the world on the creative challenges facing business and education in the new global economies. He was knighted in June 2003 by Queen Elizabeth II for his achievements in creativity, education and the arts. In 2005 he was named as one of Time/Fortune/CNN’s ‘Principal Voices’.

23. References Chapman, C. and King, R. Differentiated Assessment Strategies: One Tool Doesn’t Fit All. 2005. Thousand Oaks, CA: Corwin Press. Chapman, C. and King, R. Differentiated Instructional Strategies: One Size Doesn’t Fit All. 2002. Thousand Oaks, CA: Corwin Press. Ellis, E., Gable, R.A., Gregg, M., Rock, M.L. 2008. REACH: A Framework for Differentiating Classroom Instruction, Preventing School Failure, V52:2. Fiderer, A. Practical Assessments for Literature-Based Reading Classrooms. 1995. New York, NY: Scholastic Professional Books. Subban, P. 2006. Differentiated Instruction: A research basis. International Education Journal, V7:7. Tomlinson, C.A. How to Differentiate Instruction in Mixed Ability Classrooms. 2001. Alexandria, VA: ASCD. www.youtube.com/watch?v=bsrBQ6AGo_g&feature=related Teacher Breaking Down. The Faculty Lounge. 2007. www.youtube.com/watch?v=oS45ZkIh_rA&feature=related Differentiated Instruction to Meet the Needs of All Students. Classroom example. 2008. www.youtube.com/watch?v=KLi-vJSNP6U&feature=related Sir Ken Robinson. Edited version of lecture with a focus on multiple intelligences. 2008.