Research-base for Mentor Text

1. Research-base for Mentor Text Selected research to support the use and effectiveness of mentor text

2. Use of Mentor Texts • Mentor texts are part of the writing/reading connection and should be used (with different learning intentions) in all grade levels.

3. ResearchThe Zone of Proximal Development is “the distance between a child’s actual developmental level as determined through independent problem solving and [his or her] potential development [level] as determined through problem solving under adult guidance or a collaboration with more capable peers” (Vygotsky, 1978) From The Literacy Dictionary: The Vocabulary of Reading and Writing by Harris and Hodges (1995)

4. Research

5. Research In order for learners to improve: • The learner needs to understand what success looks like. • The learner needs to be able to accurately identify where he/she is in relation to that success. • The learner needs strategies to close the gap.

6. Research • Stiggins’ 7 Strategies of Assessment FOR Learning:(from Classroom Assessment forStudent Learning:Doing It Right – Using It Well Stiggins, et al. 2005) 1. Provide a clear vision of the learning target to the learner. 2. Use models of strong and weak work. 3. Provide effective feedback. 4. Teach students to self-assess and set goals. 5. Focus on one aspect of quality at a time. 6. Teach students focused revision. 7. Engage students in self-reflection, keeping track of their learning, and sharing that learning with others. • Differentiation

7. MPS’ Common Definition of Differentiation Differentiated Instruction is a concept that makes it possible to maximize learning for all students. It is a collection of instructionally intelligent strategies based on student-centered best practices that make it possible for teachers to meaningfully respond to the needs of diverse learners. It is made possible by modifying the content, process, and/or product of instruction of a particular student or small group of students (typically to scaffold and extend learning), rather than the more typical pattern of teaching the class as though all individuals in it were basically the same. Differentiated instruction is an approach to ensuring all children achieve to the same high standards; instructional approaches are varied, not the expectations or the standards.

8. Common Definition of Differentiation www. wordle.net

9. The same as an intervention Only found in literacy workstations Only for struggling students Simply additional work 9 Differentiation is Not:

10. 10 10 Classroom Connection Teachers can differentiate according to: Students’ Learning Profiles Students’ Interests Students’ Readiness

11. Classroom Application: Differentiating for Learners Learning Profile Interests Readiness

12. Summary of Need for Differentiation: • Teaching using differentiated instruction techniques is teaching responsively, making adjustments to meet learners’ unique and varied needs. • This expectation is listed in a WI Teaching Standard: Standard #3 states: “Teachers understand that children learn differently.The teacher understands how pupils differ in their approaches to learning and the barriers that impede learning and can adapt instruction to meet the diverse needs of pupils, including those with disabilities and exceptionalities.”

13. Differentiation A mentor text meets students where they are and can help take them to the next manageable step.