Differentiation Strategies: Making the Most of Needs-Based Time

1. Differentiation Strategies:Making the Most of Needs-Based Time Sharon WalpoleUniversity of Delaware

2. We can provide whole-class instruction We can use intensive interventions

3. We can provide whole-class instruction We can use intensive interventions But can we differentiate during needs-based instruction?

4. What do we want for end of kindergarten?

5. In addition, what do we want for end of first grade?

6. In addition, what do we want for end of second grade?

7. In addition, what do we want for end of third grade?

8. Focused Teaching Needs-based instruction helps us reach our grade level goals Small-group Flexibly achievement-based Data-driven Targeted Explicit Systematic

9. Given These Goals:Today’s Questions What data do we already have? What additional data do we need? How can we differentiate realistically and in an organized way with research-based strategies during needs-based groups?

10. www.guilford.com

11. What is the general philosophy of the cognitive model of reading assessment? How is this model helpful? Can you give an example?

12. Phonological Awareness Decoding Sight Word Knowledge Fluency & Context Automatic Word Recognition Vocabulary Background Knowledge Language Comprehension Reading Comprehension Knowledge of Structure Strategic Knowledge General Purposes for Reading Specific Purposes for Reading Knowledge of Strategies for Reading Print Concepts

13. General philosophy of the “sensible” model of needs-based instruction: Needs-based instruction is costly in terms of teacher time and effort; we have to make it realistic for teachers and effective for literacy acceleration. Needs-based instruction during the block must be more explicit, include more opportunities for individuals to respond, and provide for more immediate feedback. Needs-based instruction must be organized and systematic.

14. Once teachers form and manage needs-based instruction, what additional roadblocks do they face in providing differentiated instruction?

15. Screening Test

16. Screening Test Serious difficulty?

17. Screening Test No Serious difficulty?

18. Screening Test No Serious difficulty? Classroom measures

19. Screening Test Yes No Serious difficulty? Classroom measures

20. Screening Test Yes No Serious difficulty? Diagnostic test? Classroom measures Progress monitoring

21. Screening Test Yes No Serious difficulty? Detective Work Classroom measures Progress monitoring

22. How can we make that loop? What do we need to do that’s new?

23. DIBELS Refresher

25. IF LNF low in K, THEN The child does not have fully automatic access to memory representations for the letters when presented out of order BUT What alphabet knowledge does s/he have? and What should you do?

26. Provide targeted practice with letters

27. What’s the key to making this work? Use a letter name inventory. Know the order in which letters are taught in your core. Keep a set of letter cards in your needs-based instruction area. Keep alphabet strips and materials in your needs-based instruction area

28. IF PSF low in K, The child does not have relatively effortless ability to notice and manipulate the sound structure of oral language and may struggle to learn and/or use phonics knowledge BUT What phonological awareness does s/he have? and What should you do?

29. Provide targeted practice with sound boxes

30. What other ideas do you have?

31. Sound Boxes

32. Sound Boxes

33. Sound Boxes

34. Sound Boxes

35. What’s the key to making this work? Look at the phoneme segmentation testing protocol Organize several sets of word cards: random CVC, different medial vowel, onset-rime within the same word family, multi-syllabic words Keep two-, three-, and four-unit sound boxes in your needs-based instruction area

36. IF NWF low in K, THEN The child can neither readily recognize short vowel patterns automatically nor apply decoding strategies quickly to unknown words BUT What phonics knowledge and decoding skills does s/he have? and What should you do?

37. Provide targeted phonics reteaching

38. What other ideas do you have?

39. IF the child can read but cannot spell regular CVC words, THEN The child does not have fully amalgamated representations of sound and spelling BUT What knowledge of spelling patterns does the child have?

40. Link phonics and spelling

41. What other ideas do you have?

42. What’s the key to making this work? Look at the NWF protocol to see what units (individual sounds or vowel patterns) the child is producing. Use a letter-sound inventory. Use a spelling inventory. Know the order in which phonics items are taught in your core. Keep a list of previously taught items for review. Watch children’s spellings for evidence of application of phonics concepts.

43. LC Assignments • DERF LCs will provide teachers the materials they need to implement needs based instruction for kindergarten and first grade children in the area of alphabetic principle. What specifically, do you have to do or make to accomplish this? Can you work with other LCs with the same core? What can we do to help you?